Gamificación como estrategia didáctica para la enseñanza-aprendizaje del cálculo diferencial en los estudiantes de bachillerato

The objective of this study was to analyze the incidence of gamification as a didactic strategy in the teaching-learning process of differential calculus in high school sophomores for the stimulation of motivation and academic performance. The methodology used was based on the sociocritical paradigm, with a mixed approach that combined the quantitative with the qualitative; at the same time, we worked with the action research method that allowed the active protagonism of the researchers. The observation, survey and interview directed to the educational actors allowed identifying the impact of gamification in the teaching-learning process of differential calculus. In conclusion, gamification supported by digital tools: Kahoot, Quizizz and GeoGebra highlight the importance of following a didactic, planned, sequenced process that contributes to the achievement of learning objectives and therefore to successfully assume contemporary challenges.