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Gamification for learning mathematics in secondary school: Most effective gamified strategies to motivate students and improve their performance in mathematics

By
Maria Lexicer Moreira Parrales ,
Maria Lexicer Moreira Parrales

Universidad UNIR , Departamento. Barcelona, España

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Manuel de Jesús Mejía Carrillo ,
Manuel de Jesús Mejía Carrillo

Universidad Pedagógica de Durango. Durango, México

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Mario Orlando Suarez Ibujes ,
Mario Orlando Suarez Ibujes

Universidad Técnica del Norte (UTN), Ibarra, Ecuador

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Jhonny Santiago Torres Penafiel ,
Jhonny Santiago Torres Penafiel

Universidad Nacional de Chimborazo. Riobamba, Ecuador

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Abstract

Gamification in secondary mathematics learning is a strategy explored to motivate older people and improve school results. Various gamified strategies are being examined to achieve this effect. The theoretical foundations rest on the theory of flux and the theory of self-determination. The methods used include points and reward systems, récits and characters, challenges and competitions, progression and levels, as well as immediate feedback. The results indicate a positive impact on students' motivation and academic performance. Gamification has been shown to increase participation and engagement, leading to better math results. In conclusion, gamification offers effective strategies to promote second mathematics learning, although the need to adapt to the individual and dynamic desires of the class is reconnected. This approach can complement traditional pedagogical practices and improve the mathematics pedagogical experience of secondary students

How to Cite

1.
Moreira Parrales ML, Mejía Carrillo M de J, Suarez Ibujes MO, Torres Penafiel JS. Gamification for learning mathematics in secondary school: Most effective gamified strategies to motivate students and improve their performance in mathematics. Salud, Ciencia y Tecnología [Internet]. 2024 May 5 [cited 2024 May 28];4:1016. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/1016

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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