Gamification and active methodologies to strengthen ecosystem learning in basic education: a proposal from the Ecuadorian curriculum
DOI:
https://doi.org/10.55204/pcc.v6i1.e130Keywords:
educational gamification, active learning, ecosystems, basic education, scientific competencies, student motivation, environmental educationAbstract
This study aimed to design and evaluate a didactic proposal based on gamification and active methodologies to enhance the learning of ecosystems in Basic General Education students, aligned with the Ecuadorian curriculum. The research followed a mixed-methods approach with a quasi-experimental pretest–posttest design, applied to a sample of 242 students from public schools in the provinces of El Oro, Loja, and Guayas. Validated instruments were used, including academic performance tests, perception scales, and observation guides, all showing high reliability levels (α > 0.80). The results demonstrated significant improvements in academic performance, as well as in students’ motivation, participation, and conceptual understanding. Inferential analysis revealed statistically significant differences between pretest and posttest scores, with a large effect size. Additionally, qualitative findings indicated increased student engagement, collaborative learning, and meaningful understanding of ecosystem-related concepts. It is concluded that the integration of gamification and active learning methodologies is an effective pedagogical strategy for strengthening science learning, promoting scientific competencies, critical thinking, and environmental awareness. The proposal proves to be suitable for public educational contexts and consistent with the Ecuadorian curriculum. Further research is recommended to explore its long-term impact.
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