Gamification in The Teaching-Learning Process of History, to Optimize Pedagogical Strategies in Unified General High School Education

Objective: The study analyzes the gamification in the teaching of History to improve pedagogical strategies in students of second of high school. Its objectives include diagnosing the intrinsic motivation towards history, describing the theoretical and methodological foundations of gamification, and proposing motivational strategies aligned with curricular objectives. Theoretical reference: Gamification is presented as a didactic strategy that promotes motivating and interactive learning. Active methodologies based on constructivist theory favor active participation, cooperative work, problem solving and encourage creativity, reflection and criticism, although their use in classes is limited. Method: The methodology is quantitative descriptive, using a questionnaire applied to 40 students of second of baccalaureate of the Miguel Ángel Suárez Private School in Loja, Ecuador. Results and conclusion: The results indicate that gamification improves motivation and intrinsic participation in learning history. It is crucial that teachers integrate gamified strategies into teaching planning to develop critical and historical analysis skills in an attractive way. Originality/value: Research provides a solid foundation for implementing gamification as an effective tool for developing critical, historical and analytical skills, making learning more engaging and relevant. It combines constructivist theories with active methodologies, offering a valuable resource to adapt traditional pedagogical strategies to new educational demands through the integration of digital resources.