Gamificación como Estrategia para Fortalecer la Convivencia Escolar en Educación Básica

Flor María Patiño-Campoverde; Danilo Fitgerald Uscocovich-Guiracocha; Cristina Paola Arias-Galarza; Angie Pamela Burgos-Cabello

doi:10.70171/gehyak27

Authors

Flor María Patiño-Campoverde Ministerio de Educación del Ecuador Author https://orcid.org/0009-0008-0197-7362
Danilo Fitgerald Uscocovich-Guiracocha University of Guayaquil Author https://orcid.org/0000-0003-4708-7986
Cristina Paola Arias-Galarza Unidad Educativa Liceo Policial - Policía Nacional del Ecuador Author https://orcid.org/0009-0007-6164-7448
Angie Pamela Burgos-Cabello State University of Milagro Author https://orcid.org/0009-0005-6991-1763

DOI:

https://doi.org/10.70171/gehyak27

Keywords:

school climate, socio-emotional dynamics, classroom gamification

Abstract

Justification: School coexistence faces challenges that affect the classroom climate and educational cooperation, requiring pedagogical strategies to strengthen it. Objective: This study aimed to implement gamification as a pedagogical strategy to promote harmonious school coexistence among primary education students. Methodology: A mixed-methods approach integrating quantitative and qualitative data was employed within an action-research design. The population consisted of 1,246 primary education students, and an intentional sample of 30 sixth-grade students was selected. The study was conducted in four phases: initial diagnosis, gamified intervention, and evaluation of results. Data collection instruments included direct observation, structured surveys, semi-structured interviews, focus groups, and a field journal. Results: The initial diagnosis showed that while students recognized the importance of respect and a harmonious environment, they perceived coexistence as only moderate and faced limitations in conflict management. Following the gamified intervention, significant increases were observed in participation, cooperation, empathy, and emotional self-regulation, alongside the consolidation of respect agreements and more positive interactions in the classroom. Conclusion: Gamification proved to be an effective strategy for improving school coexistence, fostering a more harmonious and cooperative environment among primary education students.

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