Uso de estrategias de gamificación para potenciar la interacción de grupos en el aprendizaje de derivación de funciones compuestas

• Autores: Yanza Toledo, Kevin David, Durán Pico, Ulbio Colón
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Universidad Nacional de Huancavelica
• Repositorio: Quintaesencia
• Lenguaje: español
• OAI Identifier: oai:revistas.unh.edu.pe:article/830
• Enlace del recurso: https://revistas.unh.edu.pe/index.php/quintaesencia/article/view/830
• Nivel de acceso: acceso abierto
• Materia: Aprendizaje; gamificación; matemáticas; Learning; gamification; mathematics

Learning about composite functions is one of the main difficulties in mathematics education due to its level of abstraction and the resulting lack of motivation among students. Therefore, this research aimed to analyze the impact of gamification as a teaching strategy on the learning of this content by university students. The methodology employed was based on a quantitative approach with a quasi-experimental design. A diagnostic assessment and a final assessment were administered to a control group and an experimental group, each consisting of 12 students. The Student's t-test was used for statistical analysis. The methodology also incorporated deductive reasoning, observation, moderate participation, and the use of pre- and post-assessment questionnaires on the topic. This research was conducted in Puerto Viejo, Manabí, Ecuador, at the Faculty of Computer Science of the Technical University of Manabí. Thus, the results show that the experimental group improved academic performance, achieving an average of 8.17 compared to 6.58 for the control group. Furthermore, the qualitative analysis demonstrates that gamification-based activities guarantee student learning by increasing their level of engagement and strengthening collaboration between students and teachers. In conclusion, gamification is an effective methodology, ensuring logical reasoning and learning across different subjects, and it enhances academic performance by addressing the attitudinal aspects of the educational process, suggesting its potential application across various subjects.