Recibido: 23/10/2025
Aceptado: 20/04/2026
Gamification tools for learning Natural Sciences in
the fourth year of Basic Education (Original)
Herramientas de gamificación para el aprendizaje de Ciencias Naturales en
cuarto año de Educación Básica (Original)
Lucia Irene Llorente Velasquez. Licenciada en
Ciencias de la Educación mención Educación Básica. Docente en Educación General
Básica. Escuela de Educación Básica 2 de Mayo. El
Empalme. Ecuador. [ lil@ube.edu.ec ] [
https://orcid.org/0009-0003-9688-6669 ]
Mercedes Isabel Cando Enriquez. Licenciada en
Ciencias de la Educación mención Educación Básica. Docente en Educación General
Básica. Escuela de Educación Básica 2 de Mayo. El
Empalme. Ecuador. [ micandoe@ube.edu.ec ] [ https://orcid.org/0009-0008-4774-9912
]
Roelbis Lafita Frómeta. Lic.
en Educación. Biología. Doctor en Ciencias Pedagógicas. Profesor Titular.
Universidad Metropolitana del Ecuador. [ rosyroe2@gmail.com ]
[ https://orcid.org/0000-0003-1396-1073
]
Elizabeth Esther Vergel-Parejo. Doctor en Educación. Docente
investigador de la Universidad Bolivariana del Ecuador, Durán. Ecuador.
[ eevergelp@ube.edu.ec ]
[ https://orcid.org/0009-0007-0178-5099
]
Abstract
This research aimed to design gamification tools to
strengthen the learning of Natural Sciences in fourth year students at "2
de Mayo" School in El Empalme, Ecuador. A
mixed-methods approach was used, combining qualitative and quantitative
techniques, with theoretical methods such as analysis-synthesis and
inductive-deductive; empirical methods included surveys, interviews, document
analysis, and systematic observation. Descriptive statistics and percentage
analysis were used to interpret and represent the data obtained through tables
and graphics. The pedagogical proposal was structured in four phases:
discovery, introduction, support, and closure, integrating playful activities,
educational narratives, collaborative challenges, and digital resources. The
results showed a substantial improvement in the levels of motivation,
participation, and understanding of scientific content, as well as an increase
in knowledge about active learning methodologies. The intervention transformed
classroom dynamics, promoting student engagement, teamwork, and environmental
awareness. It is concluded that gamification, when applied pedagogically and
contextualized within the school environment, is an effective strategy for
enhancing the learning of Natural Sciences, developing scientific competencies,
and fostering responsible attitudes towards environmental care.
Keywords: Active teaching methods; Gamification; Learning;
Natural Sciences
Resumen
La presente investigación tuvo como propósito diseñar
herramientas de gamificación para fortalecer el aprendizaje de Ciencias
Naturales en estudiantes de cuarto año de Educación Básica de la Escuela “2 de Mayo”, en El Empalme, Ecuador. Se empleó un enfoque
metodológico mixto, combinando técnicas cualitativas y cuantitativas, con
métodos teóricos como el análisis-síntesis y el inductivo-deductivo; entre los empíricos la encuesta, la
entrevista, análisis documental
y la observación sistemática. Además,
se utilizó la estadística descriptiva y análisis porcentual para interpretar y
representar mediante tablas y gráficos, los datos obtenidos. La
propuesta pedagógica se estructuró en cuatro fases: descubrimiento, abordaje,
acompañamiento y cierre, integrando dinámicas lúdicas, narrativas educativas,
retos colaborativos y recursos digitales. Los resultados evidenciaron una
mejora sustancial en los niveles de motivación, participación y comprensión de
contenidos científicos, así como un incremento en el conocimiento sobre
metodologías activas. La intervención permitió transformar la dinámica del
aula, promoviendo el protagonismo estudiantil, el trabajo en equipo y el
compromiso ambiental. Se concluye que la gamificación, aplicada con sentido
pedagógico y contextualizada al entorno escolar, constituye una estrategia
eficaz para potenciar el aprendizaje de las Ciencias Naturales, desarrollar
competencias científicas y fomentar actitudes responsables frente al cuidado
del ambiente.
Palabras claves: métodos activos de enseñanza; gamificación; aprendizaje;
ciencias naturales
Introduction
The teaching of Natural Sciences in Basic Education
faces the challenge of adapting to the demands of a constantly transforming
society, marked by technological advancements, the environmental crisis, and
the need to develop critical citizens committed to their environment. In this
context, active learning methodologies have gained relevance as strategies that
promote meaningful learning, especially in the early grades. Among these
methodologies, gamification stands out for its ability to integrate games as a
teaching resource, generating dynamic, participatory, and motivating learning
environments.
The fourth year of Basic Education represents a key
stage in students' cognitive development, as they begin to construct a more
structured understanding of the natural world. At this level, the Natural
Sciences curriculum aims for students to observe, describe, and explain
phenomena related to living things, the environment, and their interactions.
However, in many school settings, these goals are limited by the use of
traditional approaches that fail to spark students' interest or active
participation (Instituto Nacional de Evaluación
Educativa [INEVAL],
2023). This situation highlights the need to incorporate methodologies that
respond to students' characteristics and promote the construction of meaningful
learning.
Several studies have demonstrated that gamification,
understood as the incorporation of game elements into educational contexts,
fosters student engagement, improves content retention, and stimulates critical
thinking, according to Egas et al. (2023). This
methodology allows for the creation of learning experiences in which students
assume active roles, face challenges, receive immediate feedback, and
collaborate with their peers. In the area of Natural Sciences,
gamification facilitates the understanding of abstract concepts through
simulations, narratives, and practical activities that connect theory with
reality.
The application of gamified tools in the classroom
not only transforms the pedagogical dynamic but also contributes to the
development of key competencies such as autonomy, problem-solving, and
environmental awareness. According to Sánchez & Lamoneda
(2021), games as an educational strategy allow students to explore, experiment,
and reflect, generating deeper and more lasting learning. In this sense,
gamification is presented as an effective alternative to address the
educational needs of fourth-year students, promoting a more inclusive,
contextualized, and meaningful education.
From the Ecuadorian constitutional perspective,
nature is recognized as a subject of rights, which implies a direct
responsibility of the education system in the formation of citizens who
understand, respect, and protect their environment. This vision is aligned with
the principles of the national curriculum, which promotes the development of
scientific competencies, the use of educational technologies, and the formation
of critical and responsible citizens, from the early levels of Basic General
Education, geared towards understanding ecosystems, biodiversity, and the
impacts of human activity on the environment (Ministerio
de Educación, 2025).
The implementation of gamification tools in the
classroom represents an opportunity to overcome these limitations. By
incorporating game dynamics into the teaching-learning process, active student
participation is promoted, their curiosity is stimulated, and the construction
of meaningful learning is fostered. According to Egas
et al. (2023), gamification allows for the transformation of traditional
teaching into an interactive experience, in which students become protagonists
of their own learning, developing scientific skills and environmental values.
Environmental education should not be limited to the
transmission of information; rather, it should promote pedagogical practices
that enhance students’ ecological behavior. These students, in turn, will pass
on such behaviors to their family members and friends, as noted by Cabrera-Huayhua (2024). In the school context, this implies
designing activities that allow students to explore their environment, identify
environmental problems, and propose solutions from a critical and collaborative
perspective.
Gamification, by incorporating elements such as
challenges, rewards, levels, and narratives, facilitates the creation of
educational scenarios in which students can experiment, investigate, and
reflect on natural phenomena. This methodology not only improves motivation and
academic performance but also strengthens students' ability to understand the
complexity of ecosystems and act in favor of their conservation. As Martín et
al. (2022) state, the use of gamified educational technologies allows for
personalized learning, adapting it to students' interests and fostering
autonomy in the learning process.
The Natural Sciences curriculum becomes a means of
educating students about respect for life, sustainability, and environmental
responsibility. Incorporating gamification tools in the fourth year of Basic
Education allows for connecting curricular content with students' realities,
promoting a deeper understanding of natural processes and an active attitude
toward ecological challenges. This proposal responds to the need to educate
citizens capable of analyzing, arguing, and making decisions about the use of
natural resources and environmental protection.
To improve the teaching of Natural Sciences in the
fourth year of Basic Education, it is necessary to draw upon solid theoretical
foundations that guide pedagogical practice toward active and contextualized
methodologies. In this sense, social constructivism presents itself as a
relevant epistemological basis, since it conceives of learning as a process of
collective knowledge construction, mediated by interaction among peers, the
environment, and didactic resources. According to Caise
et al. (2025), several studies have demonstrated the positive impact of
gamification on the motivation and academic performance of students in lower
secondary education.
The Ecuadorian curriculum is based on this paradigm,
promoting a participatory, critical education oriented toward the development
of competencies. In the area of Natural Sciences, constructivism
favors the exploration, inquiry, and analysis of natural phenomena from an
active perspective. Gamification tools, by incorporating game dynamics,
challenges, and collaboration, align with this approach, as they stimulate
participation, reflection, and the joint construction of knowledge. As Pazos & Aguila (2024) point out, active methodologies
such as problem-based learning and gamification enhance critical thinking and
autonomy in elementary school students.
In addition to constructivism, experiential learning
is another fundamental pillar for designing effective pedagogical strategies.
This approach highlights the importance of linking school content with the
student's direct experience. In the fourth year of elementary school, children
are in a stage of discovering the world, so practical activities, games, and
simulations are especially effective for consolidating knowledge. Gamification
allows for the creation of educational scenarios in which students experiment,
solve problems, and reflect on their actions, fostering a deeper understanding
of scientific content, as proposed by Estupiñan et
al. (2024).
Problem-solving,
for its part, is a key competency in scientific education. In the school
context, this skill allows students to confront complex situations, analyze
causes and consequences, and propose well-founded solutions. Gamification
tools, structured around challenges, missions, and objectives, promote the
development of this competency in a playful and meaningful way. According to Guamán & Espinoza (2022), problem- and project-based
learning strengthens analytical skills, argumentation, and decision-making in
elementary school students.
Within
this theoretical framework, gamification is presented not only as a
motivational strategy but also as a methodology that integrates sound
pedagogical principles, fostering the holistic development of students. Its
application in the fourth year of elementary school allows for addressing
children's educational needs, respecting their learning styles, and promoting a
more active, reflective, and contextualized education. This proposal responds
to the need to transform traditional teaching practices by incorporating
innovative resources that place the student at the center of the educational
process.
From
a didactic perspective, it is necessary to recognize the transformative
potential of gamification as an educational strategy in the science classroom.
This methodology allows for the incorporation of game elements such as
missions, rewards, levels, and immediate feedback into the design of activities
that promote active learning. In the fourth year of primary education, students
are at a developmental stage where play is not only a natural form of
interaction but also an effective way to construct knowledge. According to Egas et al. (2023), gamification in primary education
improves motivation, participation, and the understanding of scientific content
by making learning a meaningful and enjoyable experience.
Students
who participate in gamified activities develop skills such as observation,
analysis, decision-making, and problem-solving. This allows them to develop skills
for understanding natural phenomena and acting responsibly in the face of
environmental challenges. By structuring gamification around educational
narratives and collaborative challenges, it allows students to become
emotionally and cognitively engaged in the learning process. Martín et al.
(2022) point out that the use of gamified technologies fosters autonomy,
creativity, and critical thinking—key elements for quality science education.
Learning
about the environment through play sparks students' interest, motivates them to
explore, and allows them to construct knowledge from experience. Gamification,
by integrating playful dynamics with clear pedagogical objectives, facilitates
the understanding of complex concepts such as natural cycles, ecological
relationships, and the impacts of human activity on the environment. According
to Sánchez & Lamoneda (2021), this methodology
promotes autonomy, intrinsic motivation, and commitment to learning, which
translates into improved academic performance and greater participation in
practical activities.
The
teacher's role in this model is transformed. They are no longer merely a
transmitter of information, but rather a designer of learning experiences that
connect curricular content with the student's reality. In the context of the
"2 de Mayo" School, this means creating activities that respond to
the group's characteristics, utilize accessible resources, and promote
reflection on the natural environment. Gamification offers teachers tools to
foster active participation, teamwork, and decision-making, strengthening the
link between scientific knowledge and everyday life.
At
this school, it has been identified that fourth-grade students have difficulty
connecting Natural Science content with their environment, which limits their
understanding and application of learning. This situation is exacerbated by the
limited implementation of innovative teaching resources and the predominance of
traditional approaches focused on memorization. Given this scenario, there is a
need to transform pedagogical practices through the use of gamification tools
that promote motivation, active participation, and the development of
scientific skills.
The
scientific problem guiding this research is: How to contribute to the learning
of Natural Sciences in fourth-grade students at "2 de Mayo" Basic
Education School? In response to this question, the general objective of the
study is: To design gamification tools that promote the learning of Natural
Sciences in fourth year students at the "2 de Mayo" Basic Education
School.
Materials and methods
The
research was conducted at the "2 de Mayo" Basic Education School,
located in the El Empalme canton, Guayas province,
Ecuador, during the 2025–2026 academic year. The study focused on fourth-grade
students, who constitute the population. Given the interest in directly
intervening with the entire group, a non-probabilistic, purposive sample of 30
students and 8 teachers from the Natural Sciences area was used.
The
research employed a mixed-methods approach, combining qualitative and
quantitative techniques to obtain a comprehensive view of the educational
phenomenon under study. Theoretical methods such as analysis-synthesis and
inductive-deductive reasoning were used to establish relationships between the
pedagogical foundations of social constructivism and experiential learning, and
their application in the design of gamified strategies. Regarding the empirical methods,
surveys were administered to students and teachers to identify perceptions
about the use of active methodologies in the classroom, as well as observation
sheets during the implementation of gamified activities. In addition, a
documentary analysis was conducted of the Ecuadorian national curriculum and
recent research on gamification in Basic Education (INEVAL, 2023; Egas et al., 2023).
Mathematical
and statistical methods were used in the data analysis. Descriptive statistics
and percentage analysis allowed for the interpretation of the results obtained
in the surveys and questionnaires. Levels of participation and academic
performance were compared before and after the application of the gamified
tools.
The
methodological approach comprised three stages: initial diagnosis, design of
the gamified proposal, and validation of the intervention. In the first stage,
the main difficulties in learning Natural Sciences were identified through
questionnaires and semi-structured interviews. In the second stage, gamified
activities aligned with the curriculum content were developed, incorporating
dynamics such as challenges, levels, rewards, and educational narratives.
Finally, in the third stage, pre-tests and post-tests were administered to
measure the intervention's impact on motivation, participation, and content
comprehension.
Structured
questionnaires were administered to students, and semi-structured interviews
were conducted with teachers to identify the main difficulties in learning
Natural Sciences. These instruments allowed for the collection of information
on motivation, participation, content comprehension, and knowledge of active
learning methodologies. The data obtained were tabulated and analyzed using
descriptive statistics, which allowed for the establishment of key indicators
justifying the need for an innovative pedagogical intervention.
Stage
2: Design of the Gamified Proposal
Based
on the diagnostic results and the theoretical framework, a proposal of gamified
activities was designed, aligned with the national curriculum and adapted to
the context of the fourth year of Basic Education. The proposal included
dynamics such as challenges, levels, rewards, and educational narratives,
structured in phases that allowed for active student participation. Learning
objectives, performance criteria, necessary didactic and technological
resources, and application spaces were defined.
Stage
3: Validation of the Gamified Proposal
Once
the gamified activities were implemented, pre-tests and post-tests were
administered to measure their impact on motivation, participation, and content
comprehension as key indicators. Systematic observations were conducted during
the sessions, and teacher feedback on the effectiveness of the proposal was
collected. The results were analyzed using descriptive statistical methods,
allowing for a comparison of the initial and final indicators and an assessment
of the relevance of gamification as a teaching strategy.
Analysis and discussion of the
results
Stage
1: Initial Diagnosis
The
results obtained through the questionnaire show that students exhibit low
activity in class, reflecting a less than favorable attitude toward learning.
Motivation is at intermediate levels, suggesting that students require
additional stimuli to maintain interest in the subject. Furthermore, their
knowledge of active learning methodologies is limited, indicating that they
have not been systematically exposed to approaches such as gamification,
project-based learning, or the flipped classroom. This deficiency presents an
opportunity to introduce new dynamics that link play with learning, promoting
the acquisition of Natural Science content from a playful and experiential
perspective.
Figure 1. Results
of the questionnaire applied to students
_archivos/image002.gif)
Source: Own elaboration.
The
results show that teachers agree that students have difficulty connecting
Natural Science content to their environment, which limits the applicability of
knowledge. They reveal that predominant pedagogical practices focus on
memorization and the use of traditional resources, which restricts the
development of scientific skills. Furthermore, there is evidence of limited
familiarity with active learning methodologies, resulting in poorly
contextualized lessons with little student participation. This situation
highlights the need to strengthen teacher training in the use of innovative
strategies that promote critical thinking, problem-solving, and autonomous
learning.
_archivos/image004.gif)
Figure 2. Results of the interview
applied to teachers
Source: Own
elaboration.
Stage
2: Design of the Gamified Proposal
The
second stage focuses on the design of a gamified pedagogical proposal aimed at
improving the learning of Natural Science content in fourth-grade students.
This proposal arises as a direct response to the findings of the initial
assessment, which revealed limitations in motivation, participation, content
comprehension, and knowledge of active learning methodologies among both
students and teachers.
The
topic of water was chosen because it is an important resource that requires
care and protection; furthermore, it is a learning topic that impacts
individual, family, and community health. Its selection responds to the need to
connect scientific content with students' immediate environment, facilitating
the understanding of real-world problems such as water pollution. This approach
allows for the integration of the curriculum with meaningful experiences,
promoting environmental awareness from an early age.
The
overall objective is to design and implement gamified activities that allow
fourth-grade students to understand, apply, and reflect on Natural Science
content related to water through meaningful educational experiences that
integrate play as a teaching strategy.
Proposal
Structure: The proposal includes: Title; Topic; Objective; and four phases for
its development.
Proposal
Title: Clean Water Mission: Guardians of the Vital Resource
Topic:
Water Pollution in Ecuador's Rivers and Lakes
Learning
Objective: To analyze the causes of water pollution in Ecuador's rivers and
lakes, infer the consequences of this problem, and propose practical solutions
to mitigate its impact, using gamification tools and collaborative work.
Phase
1: Discovery. Activity Topic: “The Call of the Rivers”
Phase
Objective: To spark students' interest in the problem of water pollution, using
an engaging narrative that motivates them to actively participate in the
gamified project.
Detailed
Activity: The teacher begins the class by showing a narrated video that
simulates an environmental alert sent by Ecuador's rivers. The video shows real
images of polluted rivers, testimonies from affected communities, and alarming
data about the country's water quality. The following is a fictional story:
students are recruited by an organization called “Water Guardians,” which needs
their help to save aquatic ecosystems.
Each
student receives an explorer card containing key questions such as:
What
do you know about the rivers in your community?
Have
you seen pollution in nearby bodies of water?
Why
is it important to take care of water?
They
then access a digital platform such as Wordwall or
Genially, where they must complete an interactive mission: identifying the main
causes of water pollution through matching games, multiple-choice questions,
and visual challenges.
Resources
used: Projector and computer: to show the narrated video and introductory
story. Printed cards: to guide individual reflection. Digital platform (Wordwall/Genially): to complete the interactive mission.
Internet: to access the digital resources.
Game
elements applied:
Narrative:
Students are part of an environmental mission.
First
mission unlocked: “Water Explorer.”
Digital
badge: Awarded upon completion of the activity on the platform.
Points:
Awarded for each correct answer in the interactive game.
Phase
2: Approach. Activity theme: “Mission: Investigate and Act.”
Phase
objective: To familiarize students with the game rules, team roles, and
learning objectives through a collaborative activity that promotes inquiry,
critical analysis, and creativity.
Detailed
activity: Once students have been introduced to the Water Guardians narrative,
this phase represents the moment they receive their first major collaborative
mission. The teacher divides the class into teams of four students, assigning
each group a specific role within the fictional organization:
Team
A – Cause Analysts: They must investigate the main causes of water pollution in
rivers and lakes in Ecuador.
Team
B – Consequence Detectors: They must identify and explain the ecological,
social, and health consequences of water pollution.
Team
C – Solution Providers: They must propose concrete and sustainable actions to
mitigate the impact of water pollution.
Each
team receives a Mission Sheet, which includes:
Clear
instructions on what to investigate.
Suggested
sources (videos, articles, interviews).
Guiding
questions to organize the information.
Presentation
criteria.
Students
must search for information in reliable sources, such as educational platforms,
environmental blogs, documentary videos, and scientific articles. The teacher
provides access to computers, the internet, and printed materials, and supports
the process with ongoing guidance. Once the information is gathered, each team
must transform their findings into a creative presentation, choosing from:
A
digital infographic (using Canva or Genially).
A
physical poster with images and text.
A
short explanatory video recorded with a cell phone or tablet.
The
presentation must include:
•
A catchy title.
•
Relevant data organized visually.
•
Final action plan or reflection.
Finally,
each group presents its work to the class, answering questions from the teacher
and their classmates. Dialogue, argumentation, and the exchange of ideas are
encouraged.
Resources
used:
Computers
and internet access: for research and creating digital presentations.
Platforms
such as Canva, Genially, or PowerPoint: for designing infographics or videos.
Cardboard,
markers, magazines, scissors, glue: for those who choose to make physical
posters.
Printed
Mission Sheets: to guide each team's work.
Evaluation
rubrics: to assess collaborative work and the quality of the content.
Game
elements applied:
Specific
challenges: each team has a mission with specific objectives.
Collaboration:
students must work as a team to achieve results.
Rewards:
Digital badges are awarded for creativity, clarity, and teamwork. Points are
accumulated for active participation, mission completion, and presentation
quality. Healthy competition: teams compete to be recognized as "Research
Unit of the Month."
Constant
feedback: the teacher guides, corrects, and motivates throughout the process.
Phase
3: Support. Activity Theme: “Knowledge Challenge”
Phase
Objective: To maintain student motivation and engagement while they develop the
gamified project, through interactive challenges, constant feedback, and game
dynamics that reinforce the learned content.
Detailed
Activity: In this phase, students have already researched, organized, and
presented their findings on water pollution. Now, they must demonstrate their
learning by facing a series of gamified challenges that will test their
understanding, analytical skills, and teamwork.
The
activity is organized as a team competition, in which each group participates
in a series of stations or game levels. Each station represents a type of
challenge:
Station
1 – Ecological Quiz: A platform such as Kahoot or Quizizz is used to present
multiple-choice questions about the causes, consequences, and solutions to
water pollution. Each team responds in real time from a tablet or cell phone.
Correct answers earn points; incorrect answers receive immediate feedback from
the teacher.
Station
2 – Visual Challenge: Images of polluted and healthy bodies of water are
presented. Teams must identify the pollutants, explain the environmental
impact, and propose a corrective action. This activity is done on paper or in a
quick presentation.
Station
3 – Decision Simulation: A fictional scenario is presented: “A river near your
community has been polluted by industrial waste. What would you do as a Water
Guardian?” Teams must make decisions, justify their actions, and present a
mini-intervention plan.
Each
station has a time limit (10–15 minutes), and teams rotate until all stations
are completed. The teacher acts as moderator, guide, and evaluator, providing
constant feedback and motivating students to improve their answers.
Resources
used:
Tablets
or cell phones: for responding on digital platforms.
Platforms
such as Kahoot, Quizizz, or Wordwall: for creating and
managing the challenges.
Printed
or projected images: for the visual challenge.
Scenario
cards: for the decision simulation. Evaluation rubrics: to assess performance
at each station.
Scoreboard:
to record each team's progress.
Game
elements used:
Difficulty
levels: each station represents a level with progressive challenges.
Point
system: each correct answer or well-reasoned action earns points.
Thematic
badges: awarded for outstanding performance at each station (e.g.,
"Environmental Analyst," "Strategic Decision-Maker").
Healthy
competition: teams compete for the title of "Water Rescue Unit."
Constant
feedback: the teacher guides, corrects, and motivates at each station.
Phase
4: Final. Activity theme: "Commitment to Water"
Phase
objective: To consolidate learning through personal reflection and concrete
action that links acquired knowledge with environmental commitment, closing the
gamified cycle with meaning and transformation. Detailed Activity: In this
phase, students have completed all previous missions as part of the fictional
organization Water Guardians. Now, they must demonstrate that they have not
only learned but are ready to act as Clean Water Defenders.
The
activity is divided into two parts:
Part
1: Personal Commitment. Each student writes an individual environmental
commitment, answering questions such as:
What
can I do at home or school to conserve water?
What
habits should I change?
How
can I influence my family or community?
The
commitment should be clear, realistic, and personal. Examples:
“I
will turn off the tap while brushing my teeth.”
“I
will teach my family not to throw trash in rivers.”
“I
will participate in community clean-up campaigns.”
Then,
each student designs a creative poster containing their commitment, decorated
with drawings, motivational phrases, and ecological symbols. These posters are
displayed on a collective bulletin board in the classroom or school hallway,
titled “Our Pact with the Rivers.”
Part
2: Community Action. To conclude the project, a practical activity is
organized, which may include:
Cleaning
the schoolyard or a nearby green space.
Planting
seeds in recycled pots.
Creating
digital posters for school social media.
Presenting
the commitments to parents or teachers.
The
teacher coordinates the activity, ensuring everyone actively participates and
that the project's impact is visible.
Resources
used:
Cardboard,
markers, white paper, glue, magazine clippings: for creating the posters.
School
space: for the bulletin board and the community activity.
Camera
or cell phone: to document the day and share it on educational networks.
Reflection
guide: with guiding questions for writing the commitment.
Game
elements applied:
Final
badge: “Defender of Clean Water,” awarded in a symbolic ceremony.
Public
recognition: the posters are displayed as proof of achievement.
Narrative
closure: the students complete their mission as Water Guardians.
Celebration
of achievement: a symbolic diploma or ecological medal can be awarded.
Stage
3: Validation of the Gamified Proposal
The
proposal was validated through the application of pre-tests and post-tests in
each intervention, in addition to systematic observation in each section and
teacher evaluation, thus strengthening the proposal's results.
_archivos/image006.gif)
Figure 3. Comparison of indicators before and after
the gamified intervention
Source: Own
elaboration.
The
results obtained through systematic observations, pre- and post-tests, and
teacher evaluations confirm that the gamified approach had a positive impact on
the teaching and learning process. The improvement in the three key indicators
validates the relevance, effectiveness, and applicability of gamification as a
teaching strategy in the area of Natural Sciences.
The research conducted on the use of gamified
tools for learning Natural Sciences in the fourth year of Basic Education
demonstrated, through its three stages, the positive impact of this methodology
on the educational process. The discussion of the results is structured
according to each phase of the study, linking the findings to current
theoretical and pedagogical frameworks.
The
results obtained through the application of structured questionnaires to
students and semi-structured interviews with teachers revealed a concerning
situation: students showed low levels of motivation, participation, and
understanding of the Natural Sciences content. Furthermore, both teachers and
students demonstrated limited knowledge of active methodologies, especially
gamification. This stage revealed that the traditional approach focused on
memorization and content transmission did not meet the group´s exigences.
The
"Clean Water Mission: Guardians of the Vital Resource" proposal was
designed based on the diagnostic results and principles of social
constructivism and experiential learning. It was structured in four phases:
discovery, approach, support, and conclusion, integrating game elements such as
narrative, missions, badges, rewards, constant feedback, and digital resources.
This structure allowed for personalized learning, fostered collaboration, and
maintained student motivation. As Egas et al. (2023)
affirm, gamification transforms the classroom into a space for meaningful
interaction, where the student becomes the protagonist of their learning
process.
The
application of the pre-test and post-test during the intervention, along with
systematic observations and teacher evaluations, allowed for measuring the
impact of the proposal. The results showed a notable increase in the three key
indicators: motivation (from 45% to 90%), participation (from 35% to 85%), and
content comprehension (from 40% to 90%). Both individual commitment and
community action improved significantly. Furthermore, the personal commitments
written by the students demonstrated an ethical appropriation of knowledge,
reinforcing the idea that learning should transcend the classroom and extend
into everyday life, according to Cabrera-Huayhua
(2024).
Conclusions
The
findings obtained throughout this research allow us to conclude that the use of
active methodologies, specifically gamification, represents a relevant and
effective pedagogical alternative for improving the learning of Natural
Sciences in fourth-grade students. The study showed that traditional
approaches, focused on memorization and the transmission of content, do not
adequately meet current educational needs, especially in contexts where the
link between scientific knowledge and the natural environment is weak.
The
designed and implemented proposal transformed classroom dynamics, creating
spaces for active participation, peer collaboration, critical reflection, and
environmental commitment. The narrative structure, progressive challenges, use
of digital resources, and game elements allowed for personalized learning,
adapting it to students' interests and fostering intrinsic motivation.
Furthermore, the intervention proved to be viable and replicable, reinforcing
its value as a teaching strategy within the framework of the Ecuadorian
national curriculum.
The
validation of the proposal, using empirical techniques and descriptive
statistical analysis, confirmed significant improvements in levels of
motivation, participation, and content comprehension. These results not only
support the effectiveness of gamification as a methodology but also demonstrate
its potential to develop scientific competencies, social skills, and ethical
values in students.
This
research provides concrete evidence of the need to renew pedagogical practices
in Basic Education, promoting methodologies that place the student at the
center of the educational process, integrate play as a learning resource, and
strengthen the link between school knowledge and environmental reality. Gamification,
when designed with a pedagogical purpose and implemented with teacher support,
becomes a transformative tool that contributes to a more active, meaningful,
and environmentally engaged education.
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