Gamification in the Development of Meaningful Mathematics Learning in Students with Unfinished Schooling

Abstract

This article presents the experience of a meaningful learning proposal through the Classcraft platform with interactive activities for 20 students with unfinished upper basic schooling from Hispano America School about first-grade inequalities. It has as its main objective the implementation of gamification resources for the strengthening of meaningful learning of mathematics, this study is quasi-experimental research with a descriptive scope and quantitative approach. The instruments applied were the questionnaire (pretest and posttest) and the survey that was applied through the TAM model to know the degree of technological acceptance of the students, for which 4 objective questions were analyzed to know the effectiveness, usefulness, ease, and satisfaction of using technological tools to achieve meaningful learning in mathematics. The results of this research are favorable in the learning of mathematics, even more so in students with unfinished schooling since they can improve their academic performance by using gamification tools, which are available all the time so that their performance improves.