Abstract:

Given the positive results of the teaching-learning process, where students are placed at the center, it is not surprising that efforts and proposals have been published to implement active strategies in secondary schools. In this context, gamification has been reaffirmed as a pedagogical discipline, approached from a gaming perspective, which encourages motivation and initiative and deepens students' understanding of the subjects involved in the activity. Using this strategy is of great interest, especially in subjects related to science, which students generally associate with subjects of high cognitive difficulty and abstraction.

This study designs, implements, and evaluates a gamification proposal for teaching various topics in the Physics and Chemistry course for fourth-year compulsory secondary education, with a constructivist and sociocultural approach. The educational content includes knowledge of hydrostatic pressure, as well as the concepts of motion, force, and energy.

This led to the creation of a game called "Fisikalabra", inspired by the format of the television quiz show "Pasapalabra". The activity consists of answering scientific questions associated with the letters of the alphabet, based on the concepts covered in class. This strategy is implemented as the final activity of the relevant lectures and follows the curriculum of Decree 77/2023 accepted by the Autonomous Community of the Basque Country.

Fisikalabra guarantees active participation, cooperation and the strengthening of defined academic knowledge. It is also designed to provide immediate feedback and peer teaching and learning. The game is implemented in two fourth-year classes at a secondary school, dividing the students into mixed groups.

To evaluate the results of this activity, the following are analyzed in combination:
(1) student involvement through direct observation,
(2) student responses throughout the game, and
(3) self-assessment and co-assessment questionnaires completed individually afterwards, based on Likert scales.

On the one hand, there is evidence of a notable increase in student involvement and participation and a positive perception of learning. The dynamism of the activity and the help it provides in understanding more complicated concepts are appreciated. On the other hand, limitations due to time management and the need to include external incentives are recognized. Therefore, clear planning and control of rewards is required.

In summary, gamification stands out as an effective and recurring teaching strategy for teaching scientific subjects, if it is designed in line with the curriculum and combined with traditional methods.

Keywords:

Gamification, active participation, secondary school, teaching strategy.