Playful strategies to boost participation in secondary education virtual environments
DOI:
https://doi.org/10.70141/mamakuna.27.1359Keywords:
gamification, virtual education, student participation, active learning, playful strategiesAbstract
This article presents a pedagogical experience aimed at strengthening student participation in virtual environments through playful strategies in secondary education. The experience was developed with first-year students of Bachillerato Acelerado in a distance learning modality within the Ecuadorian educational context, specifically in the subjects of Geography, History, and Education for Citizenship. The proposal emerged from the identification of low levels of motivation, interaction, and engagement during the learning process. To address this situation, activities based on gamification, collaborative learning, and the use of interactive digital tools were designed and implemented. The study adopted a qualitative descriptive-interpretive approach supported by descriptive indicators. Data were collected through systematic observation and the analysis of student productions. The results showed an increase in oral and written participation, greater peer interaction, and a more positive attitude toward the proposed activities. It is concluded that playful strategies contributed to improving the dynamics of the observed group and helped transform the virtual classroom into a more participatory, inclusive environment oriented toward meaningful learning construction.
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