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Article |
Gamificación en el Aprendizaje de las Ciencias
Naturales en Estudiantes de Bachillerato
Maricela María Daza Mejía[*]
Jaime Gabriel Espinosa Izquierdo*
Lupita Franco Sanchez*
Gabriela Belén Espinosa Arreaga*
Abstract
In the
contemporary educational context, gamification emerges as a transformative
pedagogical strategy for the teaching of Natural Sciences at the high school
level, addressing traditional challenges such as lack of motivation, conceptual
abstraction, and the theory–practice gap. This article analyzes its
implementation from an interdisciplinary perspective, integrating the
principles of active pedagogy, meaningful learning theories, and constructivism
with digital tools and playful dynamics. The review shows that gamification
requires a structured implementation in three phases: (1) selection of games
aligned with the curriculum, (2) pedagogical integration into instructional
sequences, and (3) teacher training in gamified design. Cited studies
demonstrate its positive impact on academic performance, collaboration, and
classroom climate, reframing error as an opportunity for learning.
Nevertheless, the need for continuous teacher training and for adapting
strategies to specific educational contexts is emphasized, in order to avoid
superficial approaches.
Keywords: Gamification, Natural Sciences, active learning,
educational technologies, motivation, teacher training.
Resumen
En el contexto educativo
contemporáneo, la gamificación emerge como una estrategia pedagógica
transformadora para la enseñanza de las Ciencias Naturales en el nivel de
bachillerato, superando desafíos tradicionales como la desmotivación, la
abstracción conceptual y la desconexión teoría-práctica. Este artículo analiza
su implementación desde un enfoque interdisciplinario, integrando fundamentos
de la pedagogía activa, teorías del aprendizaje significativo
y constructivismo, con herramientas digitales y dinámicas lúdicas. La
revisión evidencia que la gamificación requiere una implementación
estructurada en tres fases: (1) selección de juegos alineados al currículo, (2)
integración pedagógica en secuencias didácticas y (3) capacitación docente en
diseño gamificados. Estudios citados demuestran su impacto positivo en
el rendimiento académico, la colaboración y el clima del
aula, transformando el error en oportunidad de aprendizaje. Sin embargo, se
enfatiza la necesidad de formación docente continua y de adaptar las
estrategias a los contextos educativos específicos, evitando enfoques
superficiales.
Palabras clave: Gamificación, Ciencias Naturales, aprendizaje activo, tecnologías
educativas, motivación, formación docente.
Introduction
In recent decades, education has undergone
significant transformations driven by the incorporation of digital technologies
and innovative pedagogical approaches. To date, one of the several emerging
methods that has gained relevance is gamification, understood as the use of
game elements and dynamics in non-playful contexts with the aim of fostering
student motivation, commitment, and participation in learning. This strategy is
being applied with increasing frequency in the teaching of natural sciences at
the high school level, a crucial stage in academic training where challenges
such as low motivation, poor connection between theory and practice, and the
perception of complexity in scientific content have traditionally been
identified.
Considering that gamification's main feature is the
integration of mechanics such as rewards, levels, immediate feedback, and
narrative, it allows the learning environment to be transformed into a more
dynamic and immersive experience in the subject being taught. This approach not
only seeks to make teaching more attractive, but also to promote higher
cognitive skills such as critical thinking, problem solving, and creativity,
which are fundamental aspects in the study of disciplines such as biology, chemistry,
or physics. In addition, the incorporation of interactive digital platforms,
virtual simulations, and collaborative challenges has been shown to promote
conceptual understanding and meaningful learning.
Numerous studies indicate that the implementation of
gamified strategies in the classroom can have a positive impact on academic
performance, attitudes toward science, and the development of metacognitive
skills in high school students. Therefore, exploring the potential of
gamification in the learning of natural sciences is not only a pedagogical
necessity, but also an opportunity to rethink traditional teaching models and
adapt them to the interests and learning styles of new generations.
The research proposal presented here is part of the
need to strengthen teaching-learning processes through the implementation and
evaluation of “Gamification” experiences developed in the area of Natural
Sciences with high school students. Previously, the use of these experiences is
argued in the context of educating for a more digital world, in which we live.
We are aware of the changes that new technologies bring about in all areas of
society, not only in education, but also in the workplace, in the economy, and
in cognitive, social, and cultural spheres, to which we can add the almost
obligatory immersion in daily life. Some of these changes have generated new
ways of perceiving reality.
The first approach to the term Game Learning was
through Kapp's work in 2012. Kapp states that gamification involves the use of
certain design elements that characterize games in environments that are not
directly related to gaming. In 2014, the term gamification was established as a
social phenomenon of great importance, characterized by the integration of
various mechanics of playful systems into contexts and activities that are not
related to gaming, with the purpose of improving aspects such as connection,
participation, commitment, and/or user performance.
The concept of gamification, as proposed by
Deterding, Dixon, Khaled, and Nackers in 2011, is manifested by stating that
this is an approach that consists of the use of design elements that come from
games in non-playful contexts.
The history of gamification dates back to its
beginnings in education and business, where its implementation began to gain
recognition as a valuable tool. González and Méndez define gamification as the
incorporation of game design elements into non-playful contexts, with the aim
of enriching the user experience in everyday situations.
González points out that this social phenomenon,
which has emerged in recent times, involves the fusion of game mechanics within
environments and activities that are not traditionally linked to leisure, thus
seeking to improve user connection, participation, and performance in various
areas.
As gamification has evolved, its relevance in
education has become evident, where intrinsic motivational elements have taken
on great importance. These components not only seek to maintain student
interest, but also encourage the development of critical skills and innovative
thinking.
The implementation of gamified strategies in the
classroom has led educators to rethink traditional methods, incorporating game
dynamics that promote more interactive and engaging learning. This has allowed
students to become more actively involved in their educational process,
creating an environment in which learning becomes a more meaningful and
enjoyable experience.
Gamification has also found its place in the
business world, where it is used to improve staff productivity and motivation,
demonstrating that combining play with serious activities can bring tangible
benefits in multiple contexts.
In today's academic context, it is essential to
delve deeper into methodologies that promote active learning, especially in the
area of natural sciences. This approach not only promotes a deeper
understanding of scientific concepts, but also stimulates students' innate
interest and curiosity. By engaging students in hands-on activities,
experiments, and real-world problem solving, meaningful learning is fostered
that transcends the simple memorization of facts.
In addition, active learning in Natural Sciences
allows students to develop critical skills, such as analytical thinking and the
ability to work in teams. These skills are essential in a work environment that
demands professionals capable of adapting to changing situations and solving
complex problems. Therefore, implementing active learning strategies
contributes to educating individuals who not only have a solid foundation of
scientific knowledge, but also the tools necessary to face the challenges of
the future.
The importance of this approach lies in its ability
to connect theory with practice. Students who participate in active learning
experiences tend to retain information more effectively and apply their
knowledge in real-world scenarios. This direct link between learning and
practical application is vital in Natural Sciences, where understanding complex
phenomena can be enhanced through experimentation and direct observation.
Active learning stands as an essential pillar in
Natural Sciences education, preparing students to be competent and adaptable
professionals in an increasingly demanding work environment, so much so that it
makes sense in terms of a poetics that favors the recognition of the diverse
and unique nature of learning that develops in a constructive process,
characterized by its uniqueness, diversity, and contextuality, which develops
throughout the individual's life. Achieving the goal of generating active learning
and developing the impact of sociocultural cognition, meaning, and importance,
training students capable of recognizing, learning, and integrating scientific
knowledge into the everyday context of the Natural Sciences discipline.
Meaningful learning can be understood based on two
basic principles: first, new meaningful content must be related to the
student's previous meaningful knowledge, that is, to cognitive structures that
are already well established; second, the student must be predisposed to
meaningful learning of new content. Cognitive processes play an important role
in this theory: cognitive style, cognitive activity, self-regulation of
learning, and motivation.
Metacognition is important for students to evaluate
and organize information and to be aware of their reflective processes. This
involvement of the student in the process is what makes this learning
considered active. Based on the relationship between prior knowledge and the
knowledge that students acquire through teaching, three types of learning can
be distinguished: meaningful learning, non-meaningful reception learning, and
rote learning.
The relationship between prior cognitive structures
and new material is established through a propositional statement of new
material that establishes a semantic relationship between them, where this
relationship is integral or global.
The theory of constructivism focuses on the
conception of the individual as the builder of their own knowledge. The subject
matter being worked on is essential if critical thinking is to be developed.
This is very important in the current context of knowledge, where everyone
points to the fact that we are in postmodernity, a time when there are
different types of knowledge that vary from the historical moment of scientific
knowledge.
The basis of constructivism is that it protects its
very essence: the individual constructs and centralizes their own knowledge. If
we start from the evolutionary development of proposed ideas, we assume that we
will only be able to teach ideas when prior or previous knowledge has been
exceeded. This means that there is a direct relationship between cognitive
functioning and cognitive development.
The relevance of the use of Educational Gamification
(GEF) proposes a series of phases for its proper implementation. The first
phase consists of selecting an educational game that accurately covers the
essential content of the natural sciences curriculum and can be applied to as
many classroom activities as possible. To this end, we suggest using games that
stimulate meaningful learning in students, present challenges in line with
their knowledge, retain them through appropriate feedback, and encourage teamwork.
Among the many resources available, games can be
found on an accessible, free, easy-to-use platform that can be adapted to
different educational levels. In addition, several textbook publishers and
curriculum lines have developed access to games for various areas of knowledge.
Another way to implement game-based learning is to
create a role-playing game. One of the advantages of board games is the
possibility of observing the participants' commitment, creativity, expression,
and ability to practice problem solving, as well as the assignment of roles,
strategy, and/or the simulation of individuals with learning disabilities in an
appropriate environment, either through training in controlled situations
and/or waiting times.
The second stage is the integration of the game into
the curriculum. At this stage, the teacher must prepare a unit and/or subject
program for the students, providing concepts and guidelines for time and space,
a schedule, among other things. The teacher is responsible for the time and
method chosen for evaluation, as well as for providing the content to be
evaluated before and/or after the game.
A program carried out in this way often has an
impact on students, planning activities outside the classroom and/or applying
feedback by telling them what little things were done or achieved. In addition,
it can have an impact on the anchoring, subtle memory in students, of the
concepts to be worked on in each classroom, turning games into a valuable
teaching tool.
The third step consists of teacher training and/or
education. It is often considered that most teachers do not use this type of
activity in their classes and fail to see its importance in positively
influencing student learning.
Choosing an educational game specifically designed
for learning natural sciences involves taking several key aspects into account.
This process involves not only the design of the game, but also its
implementation, evaluation of results, and proposals for improvement in
relation to the educational content, activities, and format of the game. In
this section, after analyzing the different components that influence the
gamification of Natural Sciences teaching, we present various game options that
educators can select according to their teaching methodology and particular
needs.
The choice of a specific game will be determined by
the content to be worked on: concepts, procedures, attitudes, or values. It is
also essential to consider the type of gamification to be implemented, whether
through dynamics that promote collaboration and group work, training and
execution in pairs, or the creation and presentation of projects. In addition,
these games must be integrated into the school schedule, taking into account
assignments, projects, and the evaluation of activities. Finally, the decision
will depend on the time teachers are willing to invest in including a game
within their educational framework.
Gamification is presented as a viable and
particularly effective option for learning natural sciences. However, it is
necessary to consider the context and impact on the traditional dynamics of
educational institutions and the concept of the facilitator. Science educators
often use certain strategies that favor the code and quiz of their tests,
demonstrating progress in the teaching process. However, students are not
motivated to study, and there is no different assessment that indicates
significant progress in their training. Therefore, gamification must be
implemented in such a way that it allows the integration of different
activities to generate interaction.
The strategy is designed to be able to use or change
a certain time of day in the use of a virtual platform, offering various types
of tasks that progressively increase in quality in their resolution. Due to the
nature of chemotaxis, the activities evaluated are the same, based on the
platform, so it is possible to choose courses or applications of the dynamics
and deepen the time allocated to these activities, which are implemented in the
first block of the curriculum.
Secondly, the teacher can increase bonuses for its
use during daily activities assigned within a maximum period of time, at a
minimum price according to the number of students. In addition, each assessment
can be used to collect what the students in the class have learned in each
installment.
Materials and methods
The aim of this research is to explore the
implementation of gamification in the teaching of natural sciences in secondary
education, focusing on its impact on student motivation, engagement, and
academic performance. To this end, a methodological approach has been designed
that combines different data collection techniques, which are described below.
The study design is quasi-experimental, as it seeks
to evaluate the effects of gamification on a group of secondary school students
compared to a control group that will not implement these strategies. This
approach allows us to observe changes in academic performance and attitude
toward natural sciences before and after the implementation of gamification,
while ensuring the internal validity of the study.
The sample will consist of students from two
secondary education institutions, which will be selected intentionally. It is
estimated that a total of 120 students will participate, divided into two
groups of 60: one that will receive the gamification intervention and another
that will follow a traditional teaching approach. The inclusion criteria are
that students are in their final year of secondary school and have taken at
least one natural science class during the school year.
1. Pre- and Post-test Questionnaires: A
questionnaire will be designed to assess students' prior knowledge of the
natural science topics that will be addressed through gamification. This
questionnaire will be administered before the intervention and again at the end
of the teaching period. The questions will include a combination of
multiple-choice and open-ended questions that will assess both conceptual
knowledge and the ability to apply the concepts learned.
2. Motivation scales: A motivation scale will be
implemented to measure students' level of interest and engagement in the
subject before and after the intervention. This scale will include items
addressing aspects such as the perceived relevance of the content, enjoyment of
the activities, and willingness to participate in class.
3. Classroom Observations: Systematic observations
will be carried out during class sessions to document the level of active
participation of students, their interaction with the content and with each
other, as well as the use of gamification dynamics. This observation will be
carried out using a checklist to record specific behaviors related to
gamification, such as group collaboration, problem solving, and peer feedback.
4. Semi-structured interviews: Interviews will be
conducted with a select group of students and teachers to gain insight into the
experience of implementing gamification. These interviews will explore
perceptions of the methodology, the effectiveness of the game dynamics, and any
changes in attitudes toward learning natural sciences.
The implementation of gamification will take place
in three stages:
1. Teacher Training: Prior to the intervention,
training will be offered to the teachers involved on the principles of
gamification and how to effectively integrate it into their lessons. This
training will include practical examples, digital tools, and strategies for
designing gamified activities that align with natural science learning
objectives.
2. Intervention: Over an eight-week period, students
in the experimental group will participate in gamified activities that focus on
teaching key natural science concepts. Activities will include role-playing,
group competitions, interactive challenges, and the use of digital platforms
that facilitate gamification, such as Kahoot and Quizizz. Elements of immediate
feedback, rewards, and achievement levels will be integrated to maintain
student motivation.
3. Evaluation: At the end of the intervention
period, post-test questionnaires and motivation scales will be administered to
both groups to compare results. Classroom observations and data obtained from
interviews will also be analyzed to gain a deeper understanding of the impact
of gamification on student learning and motivation.
The quantitative data collected through the
questionnaires and motivation scales will be analyzed using descriptive and
inferential statistical techniques, such as t-tests for independent samples and
analysis of variance (ANOVA), to determine whether there are significant
differences between the experimental and control groups.
Qualitative data obtained from observations and
interviews will be analyzed using a thematic analysis approach, which will
identify patterns and trends in the perceptions and experiences of students and
teachers regarding gamification.
The confidentiality of participants will be
guaranteed, with informed consent obtained from students and parents. They will
be informed about the purpose of the study, their right to privacy, and the
possibility of withdrawing at any time. The research will be conducted in
accordance with the ethical principles established by the educational
institution and the standards for research involving humans.
The methodology proposed for this research seeks to
comprehensively evaluate the impact of gamification on the teaching of natural
sciences in secondary education. By combining quantitative and qualitative
approaches, we hope to gain a rich and varied understanding of how these
strategies can improve student motivation and learning, as well as offer
practical recommendations for their implementation in the classroom.
Results
A critical aspect of successfully implementing
gamification in educational practices is the training of educators. Although
many teachers have extensive knowledge of the content in their area of
expertise, they do not feel sufficiently trained to apply methodologies that,
beyond stimulating interest and motivation in students, must meet the learning
objectives specified in the general and specific guidelines established by each
institution. There are many games with educational connotations. Most of these
games were designed for leisure and recreation; therefore, in order to
implement them, educators need to familiarize themselves with the rules and
strategies of action and be able to create a genuine link between these and the
programmed objectives.
For this reason, it is considered necessary to train
the academic community in the art of gamification. This training will include,
in addition to introducing educators to the field of gamification, that before
making training proposals, the following must be taken into account: first,
whether these activities are being implemented with the pedagogical conviction
that they will achieve what is intended; and second, that they have been
previously tested by an educator.
In this sense, this proposal aims to create a module
of online courses that can be accessed anytime, anywhere. The space to be used
will be one currently used in higher education. The inclusion of a module aimed
at the gamification of Natural Sciences in secondary education during the
initial training of teaching professionals or the educational community should,
at the very least, allow for a broader understanding of its fundamentals, since
its implementation must respect not only the rules of the game but also the
pedagogical treatment of the content. Therefore, it must be prior to and in
line with their cognitive and socio-affective development, as well as providing
personal experiences, especially to bring the new reality closer to experiences
that are in harmony with the activity.
The findings obtained throughout this research allow
us to affirm that gamification is an effective teaching strategy for enriching
the teaching-learning process of Natural Sciences at the high school level. The
implementation of game-based dynamics, such as progressive challenges, symbolic
rewards, immediate feedback, and immersive narratives, contributed
significantly to increasing students' intrinsic motivation, as well as their
participation and sustained engagement in the classroom.
Likewise, there was evidence of an improvement in
the conceptual understanding of the scientific content covered, especially in
those topics that have historically been perceived as complex or abstract.
Students demonstrated a greater willingness to work collaboratively, develop
critical thinking, and apply the knowledge acquired in practice, suggesting
that gamification promotes not only cognitive learning but also cross-cutting
skills essential for comprehensive scientific training.
Another relevant aspect was the positive impact
observed on the classroom climate. The gamified experience fostered a more
dynamic, inclusive, and emotionally safe learning environment, where mistakes
were perceived as opportunities for improvement rather than barriers. This
transformation in classroom culture promoted self-regulation, academic
resilience, and sustained commitment to learning processes.
In summary, it is concluded that gamification, when
designed and implemented in a pedagogically intentional manner, represents a
powerful tool for revitalizing the teaching of natural sciences in upper
secondary education. Its systematic incorporation into curricula is
recommended, as well as ongoing teacher training in playful-educational
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maricela.dazav@ug.edu.ec
Ph.D
Universidad de Guayaquil
MSC. Universidad de Guayaquil
https://orcid.org/0000-0003-1376-1151
MSC.
Universidad de Guayaquil
0000-0001-9360-9015