Gamification as a teaching strategy to strengthen the learning of fractions among seventh-grade students in intermediate basic education.

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i3.401

Keywords:

Gamification, fractions, mathematics education, quasi-experiment, basic education, motivation

Abstract

This study evaluated the effect of a gamification-based didactic strategy on fraction learning among seventh-grade students at a school in Jipijapa, Manabí, Ecuador. A quantitative approach with a quasi-experimental pretest-posttest design and a non-equivalent control group was adopted. Sixty-eight students participated, divided into an experimental group (n = 34), which received a four-session gamified intervention structured through dynamics, mechanics, and game components, and a control group (n = 34), which continued with usual instruction. Isomorphic objective tests validated by expert judgment (Cronbach’s α = .82) were administered. Results showed that the experimental group significantly outperformed the control group on the posttest, with improvements across conceptual, procedural, and problem-solving dimensions. A complementary perception questionnaire revealed favorable student appraisal of the strategy. It is concluded that gamification, when aligned with clear curricular objectives and a progressive instructional sequence, can strengthen the understanding and application of fractions at this educational level.

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References

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Published

2026-06-26

How to Cite

Vivar-Ponce, Y. A., Guzmán-Chimbo, M. A., Fernández-Rodríguez, K. L., & Abad-Peña, G. (2026). Gamification as a teaching strategy to strengthen the learning of fractions among seventh-grade students in intermediate basic education. Revista Mexicana De Investigación E Intervención Educativa, 5(3), 165–175. https://doi.org/10.62697/rmiie.v5i3.401

Issue

Vol. 5 No. 3 (2026): Aprender para transformar: nuevas perspectivas de la educación contemporánea (julio-septiembre)

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Copyright (c) 2026 Yolanda Aracely Vivar-Ponce, María Alicia Guzmán-Chimbo, Katia Lisset Fernández-Rodríguez, Graciela Abad-Peña

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