Abstract:

One of the problems in mathematics teaching is the attitudes toward this discipline, particularly among high school students. While it is true that efforts have been made to improve the teaching-learning process of mathematics, such as active learning that focuses on the formative process in the student [1], it is necessary to complement these methodologies with others that promote motivation and engagement such as Gamification. Currently, you can find several studies that show how Gamification favors motivation, engagement, sustained attention, and improves the retention rate [2].

The present work presents the results of applying a methodology based on a reward system, which recognizes cognitive, attitudinal, skills and values, important aspects in the training of students. At the same time, it is known that when professors apply a new methodology it implies additional work so, to facilitate the management of the allocation of rewards (badges), a dynamic platform was developed that we call Gamit!, developed by professors from two universities, one Mexican and one Peruvian.

The methodology and Gamit! were adopted by three teachers from a private high school in Mexico, for this purpose they were provided with training regarding the methodology and use of the platform. For this study, a pre and post-test on attitudes towards mathematics [3] were applied at the beginning and end of the course. The instrument is composed of the following dimensions: motivation, anxiety, pleasure, usefulness, and confidence. In addition, the procrastination dimension was added. It should be noted that, during the adoption process by teachers, follow-up was provided through monthly meetings.

The instrument was answered by 334 students. The results at the global level showed a significant difference in the dimensions of pleasure, usefulness, motivation, and procrastination. However, the results per teacher behaved differently. In the monthly meetings, the teachers commented that the Gamification methodology based on a reward system contributed to students being more participatory and improved in the written activities. Regarding the platform, they commented that it facilitated the allocation of rewards (badges).
Undoubtedly, Gamification based on a reward system and assisted by technology can be a powerful tool to motivate and engage students, particularly those who do not like mathematics. However, this methodology can be transferred to other areas of knowledge and educational level.

References:
[1] Huber, G.L. Aprendizaje activo y metodologías educativas (Active learning and educational methodologies). Revista de Educación. (Número extraordinario), 59-81,2008.
[2] Rincon-Flores, E. G., & Santos-Guevara, B. N. Gamification during Covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, 37(5), 43–60, 2021.
[3] Auzmendi, E.E. Análisis de la estructura factorial de la Escala de actitudes hacia las matemáticas. Revista de Investigación y Comunicación de Experiencias Educativas. 17, 45-77, 2015.

Keywords:

Attitudes toward mathematics, gamification, innovative education.