Gamit! Icing on the Cake for Mathematics Gamification

• Autores: Rincon-Flores, Elvira G., Santos-Guevara, Brenda N., Martinez-Cardiel, Lizette, Rodríguez Rodríguez, Nadia Katherine, Quintana Cruz, Hernán Alejandro, Matsuura Sonoda, Alberto
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad de Lima
• Repositorio: ULIMA-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ulima.edu.pe:20.500.12724/17981
• Enlace del recurso: https://hdl.handle.net/20.500.12724/17981; https://doi.org/10.3390/su15032334
• Nivel de acceso: acceso abierto
• Materia: Gamification; Mathematics; College teaching; Web-based instruction; Gamificación; Matemáticas; Enseñanza universitaria; Enseñanza en línea; https://purl.org/pe-repo/ocde/ford#5.08.00

Gamification has permeated education as a strategy to improve the teaching-learning process. Research shows that gamified reward systems based on badges, leaderboards, and avatars modifies the learning environment and student attitudes. This research aimed primarily to assess the change in attitude towards mathematics in high school students through a gamified methodology involving a reward system managed through a web platform called Gamit! This platform was developed by professors from two Latin American universities to manage gamification in a way that ensured that the anonymity of the class rankings was maintained. A mixed (QUAN-Qual) and quasi-experimental methodological approach was used for this study; two questionnaires were applied to 454 high school students and a focus group was performed with a group of seven professors. The quantitative analysis was processed with SPSS and consisted of ANOVAS and post hoc tests for more than two samples, while the focus group analysis was performed through inductive analysis. Results show benefits for professors and learners. Students improved their attitudes toward mathematics, reducing anxiety and improving willingness, while professors found a dynamic and optimal way to manage gamification on Gamit!