Abstract:

Currently, new technologies are indispensable in various productive activities. The new ways of work and learning are favored with the interaction of applications and processes with Internet connection, which guide with recreational and leisure activities based on the game. Therefore, it is necessary to support education with tools that encourage collaborative and flexible learning. The self-learning and the externalized classroom through the online connection can stimulate learning and guide the training activity according to the rhythm of each person. This learning process is not new in first world countries, but alternatives should be sought for environments where educational institutions that acquire various technological resources do not use them in their entirety and connectivity is not used in classroom activities, generating a vacuum of opportunities in the teaching-learning process.

The present research presents gamification as a learning strategy for support in the teaching of mathematics. Parameters were established on the use of gamification, its characteristics and the infrastructure necessary for the start-up. Additionally, the learning strategies used for the educational model, pedagogical and didactic methods were also determined. As a result, a free access tool was obtained whose main objective is to support the learning process of high school students through gamification.

The validation of the tool was done with students from secondary education establishments, who were divided into two groups, control and experimental group, in order to compare the academic performance before and after the use of the tool through a virtual classroom. As a result, an increase of the general average of 1.47 points in the evaluations was obtained by the students, demonstrating that gamification contributes to learning in the teaching process.

Keywords:

Gamification, ICT, teaching-learning process, mathematics, metaphoric classrooms.