Gamificación para el aprendizaje de formulación y nomenclatura de compuestos inorgánicos en el Primero de Bachillerato

Abstract

Gamification is a methodology that has proven to be effective in the teaching-learning process at different educational levels. In this sense, for the present investigation, the theoretical references of authors such as McGonigal (2011), Deterding et al. (2011) and Werbach and Hunter (2012), who highlight the importance of gamification as a strategy that improves academic performance, motivation, and student engagement in the classroom. The objective of the research was to propose the use of active methodologies, particularly gamification, to improve the learning of formation and nomenclature of inorganic compounds in the first year of high school at the Luis Cordero Educational Unit. A qualitative scientific research methodology was used, which allowed the collection of information through interviews and observations of the students and teachers involved in the research. The results obtained indicate that gamification is an effective tool to improve the teaching-learning process of the formation and nomenclature of inorganic compounds in the first year of high school. It was observed that gamification increases students' motivation and interest in learning, which translates into an improvement in their academic performance and a greater commitment to their educational process. Therefore, it is concluded that gamification is an effective strategy to improve the learning of formation and nomenclature of inorganic compounds in the first year of high school at the Luis Cordero Educational Unit.