The use of gamified projects in the effective learning of Mathematics

Abstract

The current reality of Ecuadorian education requires urgent paradigmatic changes that serve to design teaching strategies in accordance with the challenges posed by the prevailing virtuality, and that at the same time respond to the learning demands of the new generations. This research seeks to determine the incidence of the use of gamified projects, for the development of an effective learning of Mathematics and its contribution, both in the improvement of student motivation, and in the academic performance of students. The study is framed in a quantitative approach, with a descriptive scope, since it seeks to establish criteria that enhance the use of gamification as a didactic strategy; attending to the problem of low academic performance and the lack of motivation of the students, in order to elucidate potential solutions. From the comparative record of notes between midterms, as well as the use of surveys about the students' perception of the use of gamified projects, the importance of the application of the strategy in the motivational development of the students was determined, their advantages for academic performance, as well as the characteristics to consider for the improvement in the design of projects for the area of ​​Mathematics.