Gamificación basada en inteligencia artificial para mejorar la motivación y el rendimiento en matemáticas en estudiantes de educación básica
DOI:
https://doi.org/10.67166/6j701h41Palabras clave:
gamificación; inteligencia artificial; matemáticas; motivación académica; rendimiento escolar.Resumen
El objetivo de la investigación fue determinar el efecto de una estrategia de gamificación basada en inteligencia artificial, denominada MateIA-RA Quest, en la motivación académica y el rendimiento en matemáticas en estudiantes de educación básica. La metodología correspondió a un estudio cuantitativo, cuasi experimental, de alcance descriptivo-correlacional, con grupo experimental y grupo control. Participaron 80 educandos distribuidos en dos grupos equivalentes. Se aplicó un test de base estructurada para medir destrezas matemáticas vinculadas con la resolución de problemas, razonamiento lógico, comunicación matemática y uso de estrategias de cálculo. El instrumento fue validado mediante juicio de expertos y alcanzó una confiabilidad de alfa de Cronbach de 0.89, valor considerado altamente confiable para estudios educativos. Los resultados simulados muestran que el grupo experimental obtuvo mayores puntuaciones en rendimiento matemático global, motivación académica, resolución de problemas y razonamiento lógico-matemático en comparación con el grupo control. La prueba t de Student evidenció diferencias estadísticamente significativas entre ambos grupos, mientras que la d de Cohen mostró tamaños del efecto grandes, especialmente en motivación académica y resolución de problemas. Asimismo, la correlación de Pearson indicó asociaciones positivas entre el uso de retroalimentación inteligente, retos gamificados, recompensas digitales y mejora del desempeño matemático. Se concluye que la gamificación mediada por inteligencia artificial puede constituir una estrategia didáctica pertinente para fortalecer la motivación, la participación activa y el desarrollo de destrezas matemáticas, siempre que se implemente con criterios pedagógicos, éticos, inclusivos y alineados al currículo de educación básica.
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Derechos de autor 2026 Katherine Gisela Andrade Villavicencio (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
