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ABSTRACT

The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F_[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range_[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG_[1] = 47; EG_[2] = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.

Keywords: gamified learning, cognitive processes, learning to read, mathematical skills, scientific competences