La gamificación como estrategia didáctica para el aprendizaje de ecuaciones lineales, utilizando Wordwall, en estudiantes de décimo año de la Unidad Educativa Camilo Gallegos

Abstract

The main objective of the work developed was to implement the gamification process as a didactic strategy to improve the learning of linear equations, using Wordwall, in tenth-grade students of the Unidad Educativa Camilo Gallegos from 2023-2024. The research approach was mixed, with a quantitative part evaluated using assessments applied to the parallels studied and a qualitative part determined by a survey measuring the students' perceptions under study. The sample consisted of 68 students. 35 students were part of the experimental group, and 33 were part of the control group. To collect primary information, the researcher used three instruments: a pre-test applied to the two groups under investigation before the implementation of the didactic strategy, a post-test applied to the two groups after the experimental group had received lessons using the Wordwall didactic strategy, and a survey applied to the experimental group to measure their perception of the methodology used. The pre-test made it possible to determine the lower level of theoretical and practical knowledge of the students. The experimental group had a mean of 6.23, while the control group had a mean of 5.91. When the gamification process was applied using Wordwall, the means changed to 8.50 and 5.44 points. The hypothesis test shows that the Gamification process using Wordwall as a didactic strategy improves the learning of linear equations and their solution.