Gamification as a pedagogical strategy to increase motivation and promote meaningful learning

Abstract

Introduction: gamification has been consolidated as an innovative strategy in the educational field, allowing the improvement of student motivation and meaningful learning. In contexts where traditional methodologies predominate, low levels of interest and participation are evident, which negatively affect academic performance. Objective: to design a gamification strategy based on the Educaplay tool to increase motivation toward meaningful learning in the subject of social studies. Methodology: a mixed-method and quasi-experimental approach was used, allowing the analysis of both quantitative results and qualitative perceptions through instruments such as pretest, postest, diagnostic survey, and interviews. The results were evaluated using the Likert scale and mean calculation; additionally, a hypothesis test was conducted using Spearman’s Rho statistic. Results: it was evidenced that the implementation of gamified activities significantly increased motivation, active participation, and content comprehension, reflected in improvements across all evaluated dimensions. A high correlation between gamification and motivation was found (Rho = 0.735), as well as significant relationships between motivation and meaningful learning (Rho = 0.804). These results indicate that the use of gamified strategies increases student participation, interest, and engagement, promoting a deeper understanding of the content. Conclusion: the proposal proves to be effective as an innovative strategy to strengthen meaningful learning, if aspects such as proper pedagogical planning, teacher training, and access to technological resources are considered to ensure its correct implementation. General Area of Study: Education. Specific area of study: Educational Technology and Didactics. Type of study: Original article.