Uso de entornos virtuales gamificados para motivar el aprendizaje de sistemas de dos ecuaciones lineales mediante estrategias didácticas innovadoras interactivas digitales
Use of gamified virtual environments to motivate learning of systems of two linear equations through innovative interactive digital didactic strategies
DOI:
https://doi.org/10.56712/latam.v7i1.5461Palabras clave:
gamificación educativa, entornos virtuales de aprendizaje, motivación académica, sistemas de ecuaciones lineales, didáctica de las matemáticasResumen
Este estudio investigó el impacto de un entorno virtual gamificado en la motivación y el aprendizaje de sistemas de dos ecuaciones lineales en estudiantes de educación secundaria. Se adoptó un enfoque mixto explicativo secuencial con diseño cuasi-experimental, donde 67 estudiantes de segundo año de bachillerato (15-17 años) participaron en grupos experimental (n=35) y control (n=32). El grupo experimental utilizó un entorno gamificado durante ocho semanas que integró narrativas contextuales, retroalimentación inmediata, progresión adaptativa de dificultad, insignias de logro y desafíos colaborativos. Se administraron pre-tests y post-tests de conocimiento matemático, la Escala de Motivación Académica adaptada, y se recopilaron analíticas de aprendizaje. Complementariamente, se realizaron 12 entrevistas semiestructuradas con estudiantes y cuatro con docentes, analizadas mediante análisis temático reflexivo. Los resultados revelaron mejoras significativas en el grupo experimental comparado con el control en rendimiento académico (F=28.73, p<.001, η²p=.31), especialmente en comprensión conceptual (η²p=.33). La motivación intrínseca aumentó sustancialmente (d=1.67) mientras la desmotivación disminuyó (d=1.16). Las analíticas mostraron alta tasa de completación (84.2%) y correlaciones significativas entre engagement, motivación y rendimiento. El análisis cualitativo identificó cinco temas principales: motivación situada, transformación de percepciones matemáticas, aprendizaje colaborativo, importancia de retroalimentación formativa, y desafíos de implementación. Los hallazgos demuestran que entornos virtuales gamificados pedagógicamente fundamentados satisfacen necesidades psicológicas básicas, reducen ansiedad matemática y facilitan comprensión conceptual profunda. Las implicaciones incluyen recomendaciones para diseño instruccional específico de contenido, desarrollo profesional docente y consideraciones de equidad tecnológica en innovaciones educativas digitales.
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Derechos de autor 2026 Luis Mauricio Lema Vichicela, Gladys Zenaida Rumiguano Tamami, José Mario González
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
