Gamificación y didáctica lúdica para promover la participación activa en el aula

The present study analyzes the impact of gamification and playful didactics on promoting active participation among high school students in public educational institutions in Ecuador. A mixed-methods approach with a descriptive and exploratory scope was applied, using a quasi-experimental design with pretest and posttest. The sample consisted of 120 students from three public institutions who participated in an eight-week intervention based on gamified activities and playful dynamics. Surveys, observations, and focus groups were used to collect data, which were analyzed through descriptive statistics, Student’s t-tests, and content analysis. The results show a significant increase in high participation levels, which rose from 15% to 60% after the intervention. Furthermore, there was a substantial improvement in intrinsic motivation, group interaction, and the perception of meaningful learning. Both students and teachers positively evaluated the implementation of these strategies, highlighting their potential to transform the classroom environment, foster cooperation, and promote deeper learning. It is concluded that gamification, combined with playful didactics, constitutes an effective pedagogical tool to innovate in Ecuadorian public education.