Gamificación como Estrategia Didáctica para Fortalecer el Proceso de Enseñanza-Aprendizaje en Estudiantes del Bachillerato Técnico en Informática

Andrés Mauricio Sovenis-Terranova; Anabel Viviana  Vilela España; Segress  García-Hevia; Nancy Yolanda  González-Domínguez

doi:10.70171/c61e2760

Authors

Andrés Mauricio Sovenis-Terranova Unidad Educativa María de San José Author https://orcid.org/0009-0006-1506-9715
Anabel Viviana Vilela-España Unidad Educativa Doce de Mayo Author https://orcid.org/0009-0006-0315-762X
Segress García-Hevia Universidad Bolivariana del Ecuador Author https://orcid.org/0000-0002-6178-9872
Nancy Yolanda González-Domínguez Universidad Bolivariana del Ecuador Author https://orcid.org/0000-0002-5712-1319

DOI:

https://doi.org/10.70171/c61e2760

Keywords:

competencies, technical education, teaching-learning process, gamification, motivation

Abstract

Justification: Technical education faces challenges related to student motivation, classroom engagement, and the development of professional competencies that require contextualized and innovative pedagogical approaches. Objective: The research aimed to design and implement a gamification-based didactic strategy to strengthen the teaching-learning process in the Technical Baccalaureate in Informatics. Methodology: The study was conducted under an applied approach with a descriptive and propositional design, focused on the analysis of the teaching-learning process. Theoretical and empirical methods were used to diagnose existing pedagogical limitations and to support the development of the gamified didactic strategy. Data collection techniques included student surveys and teacher interviews. Based on the diagnosis, the gamified strategy was designed and implemented, structured through dynamic activities, digital resources, and playful elements integrated into the technical curriculum. Subsequently, an evaluation of its application was carried out. Results: The validation process showed relevant improvements in the evaluated dimensions, according to the perceptions of both students and teachers, confirming the relevance of gamification as a didactic resource. Conclusion: The contextualized application of this strategy contributes to the strengthening of technical training in Informatics and to the development of competencies aligned with the demands of the current educational environment.

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