Gamificación virtual como estrategia didáctica para mejorar el desarrollo lógico-matemático en estudiantes de educación básica
DOI:
https://doi.org/10.67166/0wayr633Palabras clave:
gamificación, pensamiento crítico, educación básica, aprendizaje activo, estrategia pedagógica.Resumen
El objetivo de este artículo fue determinar la incidencia de la gamificación virtual, integrada en la estrategia LudiMath RA, sobre el desarrollo lógico-matemático de estudiantes de educación básica. La metodología correspondió a un estudio cuasi experimental, de enfoque correlacional descriptivo, con grupo de control y grupo experimental, aplicado a 80 participantes distribuidos en cuatro centros educativos. Se diseñó un test de base estructurada para valorar seriación, patrones, razonamiento proporcional, resolución de problemas, representación simbólica y pensamiento geométrico-espacial; el instrumento fue validado por expertos y alcanzó una confiabilidad Alfa de Cronbach de 0.89, considerada muy alta. Para el análisis se emplearon estadísticos descriptivos, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. Los resultados evidenciaron que el grupo experimental obtuvo una mejora mayor que el grupo de control, especialmente en resolución de problemas, reconocimiento de patrones y argumentación matemática. La prueba t reportó diferencias estadísticamente significativas a favor de LudiMath RA, mientras que d de Cohen indicó efectos grandes en la mayoría de dimensiones evaluadas. Se concluye que la gamificación virtual, cuando se articula con retos graduados, retroalimentación inmediata, insignias, narrativa didáctica y recursos de realidad aumentada, constituye una estrategia pertinente para fortalecer procesos lógico-matemáticos, no por sustituir la mediación docente, sino por hacer visible el razonamiento, sostener la motivación y convertir el error en una oportunidad de aprendizaje guiado.
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Derechos de autor 2026 Betty Cecilia Valverde Guerrero (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
