Abstract:

Compulsory subjects related to mathematics in secondary education sometimes generate low self-esteem and have a reputation of being difficult and boring. Gamification could help to overcome those issues, as it improves students' technical and problem solving skills, increasing at the same time social and group activity in a playful and repetitive way. Therefore, this work analyzes the effect in the mathematical competences of students in the 4th year of secondary education, between 14 and 15 years old, after applying technique game-based approach in the topics analytical geometry and statistics.

Thus, initially a game-based teaching learning sequence will be designed, based on teamwork, to solve problems and to increase creative thinking in line with the chosen subject. In this way, students will work with patterns to improve coordination and memory.

To quantify the benefits of the gamification, the academic results of the group of students where the game-based sequence has been implemented (experimental group) will be compared with a group where the sequence has not been applied (control group). Therefore, an evaluation questionnaire will be designed to assess the understanding of the students on the experimental group compare it to the one obtained on the control group with standard lecture-based classes. The objective is to demonstrate that the gamification in education can have a positive influence on the students' learning outcome.

Keywords:

Learning mathematics, gamification, empirical results, sequence design.