Recibido: 20/0102025 Aceptado: 20/09/2026

Learning strategies for Natural Sciences using gamification in sixth grade (Original)

Estrategias de aprendizaje de Ciencias Naturales con el uso de la gamificación en sexto grado (Original)

María del Carmen Requenes Macas. Licenciada en Ciencias de la Educación mención Psicología Infantil. Docente en el Centro de Educación Inicial Particular Aurora. Loja. Ecuador. [macarema87@gmail.com]

Maite Nicole Solis Corozo. Licenciada en Pedagogía de los idiomas nacionales y extranjeros mención Ingles. Docente en la escuela de EducaciónBásica “Acuarela”. Machala. Ecuador. [maitesolis27@gmail.com]

Roelbis Lafita Frómeta. Lic. en Educación. Biología. Doctor en Ciencias Pedagógicas. Profesor Titular. Universidad Metropolitana del Ecuador. [rosyroe2@gmail.com]

Elizabeth Esther Vergel-Parejo. Doctora en Educación. Docente investigador de la Universidad Bolivariana del Ecuador. [eevergelp@ube.edu.ec]

Abstract

The advanced development of science and technology demands the implementation of innovative methods and techniques in addressing curricular content, particularly in the Natural Sciences. This necessitates contextualizing content from the general to the specific circumstances of each country, region, and school within the Basic Education curriculum. In this sense, learning strategies, as didactic tools, must be updated to better connect theory with practice. Gamification is an important didactic tool that contributes to developing student interest and motivation, responding to the requirements of the Ecuadorian curriculum and the guidelines set forth in its official documents. The objective is to promote innovative strategies based on gamification to strengthen the teaching and learning process of Natural Sciences for sixth-grade students in Basic Education. A primarily qualitative approach with a descriptive design was employed, utilizing both theoretical (analysis-synthesis, inductive-deductive) and empirical (observation, interviews, document analysis, and expert opinion) methods. Data collection techniques included a structured questionnaire and an observation checklist. The results showed that both students and teachers recognize the advantages of using these strategies to foster motivation for studying Natural Sciences and their contribution to developing interactive and engaging classes. Experts rated the proposal positively and recommended actions for its improvement and implementation.

Keywords: Gamification; learning strategies; motivation; Natural Sciences

Resumen

El desarrollo vertiginoso de la ciencia y la tecnología exige la implementación de métodos y técnicas novedosas en el tratamiento de los contenidos curriculares y en particular en las Ciencias Naturales, de ahí la necesidad de contextualizar el contenido desde lo general a lo particular de cada país, territorio y centro escolar, en el currículo de la Educación Básica. En tal sentido las estrategias de aprendizajes, como herramientas didácticas deben ser renovadas para lograr mayor vinculación de la teoría con la práctica. La gamificación constituye una herramienta didáctica importante que contribuye al desarrollo del interés y la motivación de los estudiantes, dando respuesta a las exigencias del currículo ecuatoriano y a los lineamientos planteados en sus documentos oficiales. El objetivo es promover estrategias innovadoras basadas en la gamificación para fortalecer el proceso de enseñanza-aprendizaje de la asignatura de Ciencias Naturales en estudiantes de sexto grado de Educación Básica. Se empleó un enfoque fundamentalmente cualitativo con diseño descriptivo y el uso de métodos teóricos (análisis-síntesis, inductivo- deductivo) y empíricos (observación, entrevista, análisis documental, criterios de especialistas); como técnica para la recogida de datos se empleó un cuestionario de preguntas estructuradas y la ficha de observación. Se obtuvo como resultado que los estudiantes y profesores reconocen las ventajas del uso de estas estrategias para favorecer la motivación por el estudio de las Ciencias Naturales y su contribución al desarrollo de clases interactivas y motivadoras. Los especialistas valoran como positiva la propuesta y recomiendan acciones para su perfeccionamiento e implementación.

Palabras claves: Gamificación; estrategias de aprendizaje; motivación; Ciencias Naturales

Introduction

Currently, the educational landscape has revealed difficulties and challenges that affect student learning, and gamification has become one of the most effective strategies for transforming traditional educational environments into meaningful and proactive learning experiences. In the area of Natural Sciences, this methodology allows content perceived as complex and uninteresting to become engaging through tasks that spark student motivation and interest.

According to Villafán and Linares (2024), “gamification has the potential to transform the learning experience into a more attractive and participatory activity” (p. 18). By integrating games, problem-solving, and projects, teachers can promote active learning and connect theory with practice. Therefore, gamification-based strategies can strengthen students’ knowledge, skills, values, and engagement in their own learning process. On the other hand, Acosta et al. (2022), it is important to take advantage of the benefits that gamification offers in education, as it enhances the development of skills and abilities with the aim of building essential knowledge.

As technology advances, educational systems have evolved to adapt to these changes, transforming traditional educational environments into innovative spaces where students have the opportunity to receive meaningful learning based on positive experiences. Gamification is based on the application of objectivity as part of the effective teaching-learning process, incorporating motivation, feedback, participation, and commitment as key elements for educational well-being (Rapp et al., 2019).

In this context, Navarro et al. (2021) maintain that gamification “has a strong motivational and immersive component, capturing students' attention to develop learning in a pleasant and creative environment” (p. 508). From this perspective, gamification focuses not only on incorporating interactive elements into classroom activities, but also on the emotional connection between teacher and student during these activities, promoting motivation as a key factor in achieving effective teaching and learning.

According to Castañeda et al. (2025), the benefits of gamification specifically in the subject of Natural Sciences include intrinsic motivation, which occurs when students are motivated to learn out of personal interest and curiosity, not just because they will receive some type of academic reward such as badges or points. Another benefit is increased engagement with the activities proposed by the teacher, leading to greater participation and the integration of learning models that promote a creative and meaningful pedagogical design.

The contribution of this study for education professionals in the field of Natural Sciences lies in recognizing gamification as an innovative pedagogical approach that enriches teaching practices and provides alternatives to traditional instructional methods. In this regard, Arroyo-Mina et al. (2025), emphasize the importance of teacher training in the implementation of gamification to promote more motivating learning experiences in Natural Sciences. These considerations highlight the potential of game-based strategies to strengthen student engagement and support the improvement of teaching practices in different educational contexts.

This approach emphasizes both teaching methods and students’ learning experiences, promoting motivation, reasoning, autonomy, and active participation. In sixth-grade Natural Sciences, however, the teaching-learning process is affected by limited teacher training, insufficient innovative strategies, restricted access to educational resources and ICT, and the continued use of traditional methods that hinder students’ interest, critical thinking, and academic development.

This situation leads to consequences such as: low student motivation and engagement; disinterest in acquiring new knowledge; teachers lacking the necessary preparation and skills to teach Natural Sciences; a scarcity of updated educational resources in the classroom; and rigid, non-participatory educational models. Based on this premise, the following question arises: how does the implementation of gamification strategies contribute to the teaching and learning process of Natural Sciences for sixth-grade students?

Therefore, the general objective of this research is to promote innovative strategies based on gamification to strengthen the teaching and learning process of Natural Sciences for sixth-grade students in Basic Education.

Materials and Methods

The research was conducted in the sixth grade of Basic Education during the 2025 school year. The study involved a group of 17 students enrolled in the sixth-grade Natural Sciences course and one teacher, selected using purposive sampling. The research employed a primarily qualitative approach with a descriptive design, utilizing theoretical methods (analysis-synthesis, inductive-deductive reasoning) and empirical methods (observation, interviews, document analysis, and expert opinion). The methodological process consisted of the following stages: Stage 1: Initial diagnosis. Stage 2: Design of learning strategies. Stage 3: Validation of the proposal through expert opinion.

Analysis and Discussion of the Results

Stage 1: Initial Diagnosis

The interview, as it is shown in table 1, revealed that the Natural Sciences, the teacher has theoretical and practical knowledge of gamification strategies, but still requires further training. He defines gamification as a way to motivate students through games, improving their concentration and class participation. He uses this strategy only in classes that include activities such as debates and quizzes, aiming for a holistic learning process.

The strategies that most improved student participation were badges, feedback, and topics related to ecosystems and the human body. However, the interviewee noted that some students focus more on winning rewards than on learning. Therefore, gamification should promote not only participation but also an inclusive and academically supportive environment. Its main strengths include increasing motivation, creativity, and engagement, while the principal challenges are limited pedagogical resources and teachers’ resistance to adopting innovative methods.

Table 1. Teacher interview results on gamification in Natural Sciences

Interview focus	Teacher's response
Understanding of gamification	Use of games to increase motivation and participation.
Implementation criteria	Identification of learning needs and reinforcement of motivation.
Benefits and challenges	Increased participation and effort to overcome challenges.
Gamification methodologies	Group challenges and badges in the study of ecosystems.
Effective game elements	Scientific narratives, feedback, badges, and rewards.
Current teaching strategies	Cooperative learning, debates, and questionnaires.
Relevant curricular topics	Human body systems, ecosystems, and biodiversity.
Preferred gamification strategy	Digital scientific adventures with challenges and badges.

Source: Prepared by the authors

Table 2. Observation results in sixth-grade Natural Sciences

Dimension	Observed indicator	Rating
Motivation and attention	Interest in activities	4 (High)
	Persistence in challenging tasks	4 (High)
Participation and engagement	Active participation in games	5 (Very high)
	Use of scientific terminology	3 (Moderate)
Social interaction	Peer collaboration	4 (High)
	Compliance with game rules	4 (High)
Learning strategies	Application of prior knowledge	4 (High)
	Creative problem-solving	5 (Very high)

Source: Prepared by the authors

From the information obtained, and as shown in Table 2, in the Motivation and Attention dimension, students demonstrate a high level of enthusiasm, which may indicate that gamification is effective. However, it is necessary to implement pedagogical methods focused on supporting academic comprehension, as some students experience difficulties understanding the material. In the Participation and Engagement dimension, students exhibit a high level of participation, especially in game-related activities. However, in Item 4, participation is medium, indicating a weakness related to the use of subject-specific terminology and the use of empirical language.

In the Social Interaction and Collaboration dimension, students demonstrate a high level of participation, frequently supporting one another, which is a positive aspect of the classroom. In the Learning Strategies dimension, it is evident that students have a high level of creativity and frequently use prior knowledge of the subject to complete class activities, even when these activities are not very interesting to them. This level is also very high because students take the initiative or propose creative solutions to advance in the activity.

Based on the data obtained, it has been shown that participation and creativity are the students' strengths; however, the subject teacher needs to correctly apply gamification adapted to topics that are interesting to the students, in order to achieve a high-quality and effective teaching and learning process.

Stage 2: Design of learning strategies

Initially, an analysis of the theoretical references is carried out, and the results obtained through the bibliographic review technique based on a systematized matrix are presented. This allows the identification of the existence of methodologies based on gamification and, based on this, the determination of the most effective strategies for their application in the subject of Natural Sciences.

Table 3. Findings and innovative gamification strategies

Authors and year	Main findings	Proposed strategies
Macías (2020)	Gamification requires prior diagnosis and the integration of game elements.	Educational technology.
Mallitasig and Freire (2020)	Enhances motivation, interaction, and learning in Natural Sciences.	Kahoot and Plickers.
Mero et al. (2022)	Traditional teaching and insufficient teacher training limit innovation.	Play-based learning.
Zambrano et al. (2020)	Facilitates individualized and continuous assessment.	Edmodo and Quizizz.
Balseca et al. (2022)	Digital tools encourage active learning and participation.	Genially and active methodologies.
Ramírez and Alzate. (2022)	Gamification can strengthen learning and argumentative skills, but activities should not focus exclusively on rewards or short-term achievements.	Collaborative challenges.
Acosta and Barrios (2023)	Diverse game elements foster interaction and skill development.	Kahoot and feedback.
Avelino and Garófalo (2024)	Improves motivation, performance, and scientific knowledge retention.	Virtual experiments and simulations.

Source: Prepared by the authors

The collected information identified four key points, which are described as categories, as follows: Category 1: theoretical foundation and application conditions; Category 2: methodological approaches; Category 3: technological tools and resources for gamification; Category 4: specific benefits for the Natural Sciences subject.

In Category 1, Theoretical Foundation and Application Conditions, gamification emerges as an effective pedagogical strategy that promotes learning through game elements. Macías (2020) emphasizes that gamification should not be understood as a game itself, but as the intentional use of game-based components to develop students’ cognitive skills. Similarly, Ramírez and Alzate (2022) warn that excessive emphasis on rewards and entertainment may weaken learning outcomes and divert classroom activities from their pedagogical objectives.

In Category 2: Methodological Approaches, several methodologies applied to gamification are evident. Zambrano et al. (2020) propose self-regulated learning; Ramírez and Alzate (2022) propose collaborative learning focused on socialization and challenges. Meanwhile, authors such as Avelino and Garófalo (2024) mention that methodologies incorporating virtual experiments, puzzles, and simulations can make learning more attractive and innovative for students, improving academic performance, concentration, and motivation.

Likewise, Balseca et al. (2022) states that the incorporation of other methodologies such as Flipped Classroom, collaborative learning, inquiry-based learning, and failure-based learning allows students to become more engaged with the subject and their academic development, as well as making learning spaces more interactive.

In Category 3: Technological Tools and Resources for Gamification, the following have been identified: Mallitasig and Freire (2020) and Acosta et al. (2023) propose the use of Kahoot and Plickers; while Zambrano et al. (2020) propose the Edmodo and Quizizz platforms, and finally, Balseca et al. (2022) suggest the use of the Genially digital platform. These ICT tools strengthen the teaching-learning process through innovative spaces that capture students' attention, benefiting continuous feedback and the development of technological skills.

In Category 4: Specific Benefits for the Natural Sciences Subject, Avelino and Garófalo (2024) explain that gamification in Natural Sciences not only improves students' academic performance but also helps increase their critical thinking, retention, and even research skills. However, Mero et al. (2022) reveal that the Natural Sciences subject, presented in a traditional manner, has no impact on student learning, leading to monotony. Similarly, teachers who are not trained in gamified pedagogies maintain static lesson plans, hindering student learning.

Based on the findings obtained from the literature review, this study analyzes how gamification-based strategies directly impact the teaching and learning process of Natural Sciences, identifying strengths, patterns, and limitations. It also aims to establish the most effective and innovative strategies for transforming traditional classroom spaces into innovative and dynamic pedagogical environments.

The use of gamification in pedagogy is an effective strategy that helps students to improve their levels of comprehension and interaction during learning. However, it can also become a challenge for teachers who are unfamiliar with gamified methodologies, as some professionals confuse these methodologies with games, when in reality they are a complement to strengthen learning through playful, motivating, and interactive activities.

In this context, Coapaza et al. (2024) state that gamification promotes learning through exploration, creativity, and playful challenges. Its effectiveness depends on careful planning and the purposeful integration of game elements into learning activities. Likewise, Navarro et al. (2021) emphasize the teacher’s role in fostering motivation and a positive classroom climate, noting that meaningful learning is strengthened when students establish an emotional connection with the teacher.

Therefore, Rapp et al. (2019) reinforce their position that gamification is the incorporation of motivation, feedback, and play, acting as a transformative agent for both students and teachers. Furthermore, there are methodologies that can be applied within gamification processes, such as collaborative learning, self-regulated learning, project-based and experiment-based learning, and others, which help strengthen the teaching and learning process, improving student participation and concentration.

However, Zampeta et al. (2020) warn that when gamification is not applied correctly, teachers risk creating an educational gap because, if they are unfamiliar with the different types of gamification and their proper application, it can generate frustration in students, negatively impacting the teaching and learning process.

To avoid these types of situations, Zampeta et al. (2020) recommend that teachers conduct a preliminary assessment of their class's current situation, identifying which areas students require academic support, which areas need strengthening, which activities capture students' attention, and how to connect with students' emotions to generate new experiences and knowledge. From the perspective of Arias et al. (2019), the most widely used gamification model is Design Thinking and Gamification, which is based on game activities, technology use, motivation, and challenges. This model is used in primary and higher education, as well as in business environments, specifically when the goal is to transform traditional routines into interactive and personalized spaces.

However, García et al. (2020) distinguish between superficial and structural gamification. The former is used only when the teacher wants to motivate students in the short term; that is, in a class using elements such as badges, points, etc. While the second approach offers a deeper level of learning and is integrated throughout the subject's curriculum, strengthening critical thinking, problem-solving, and peer cooperation. When the gamification strategy is applied in conjunction with technological tools and resources in the area of Natural Sciences, there is a greater likelihood of achieving more engaging teaching.

In other words, implementing the gamification strategy in the Natural Sciences subject fosters bidirectional benefits in the teaching-learning processes, where teachers and students can enjoy meaningful experiences, promoting not only dynamic content but also inclusion, teamwork, solidarity, the development of digital skills and cognitive abilities, strengthening the link between knowledge, educational environments, and students' lived experiences.

Navarro et al. (2021) conducted research on gamification in the Spanish educational field. Using a qualitative approach and a systematic review technique, their objective was to understand how gamification impacts Spanish education, considering all subjects and school levels. Their study determined that a high percentage of students exhibited emotional problems, demotivation, and even passivity in in-class activities before participating in gamified activities. The study demonstrated that gamification is an effective alternative for improving the learning process, especially for students with concentration difficulties.

Furthermore, in Ecuador, research conducted by Herrera et al. (2024) on gamification as an assessment strategy in basic general education aimed to analyze in depth the impact of gamification on assessment processes using a mixed methodology with a hypothetical-deductive and historical-logical design, employing observation techniques. The results showed that students with low academic performance, those easily distracted, and those who had difficulty understanding the material improved their concentration, engagement, thinking skills and participation when they participated in playful and motivating activities.

According to Herrera et al. (2024), gamification, as a transformative strategy, can become a crucial tool within assessment systems, as it allows teachers to evaluate and investigate, through the use of game-like elements and resources, the limitations students exhibit while completing classroom activities. Through this method, assessments become more engaging, easier, and more understandable for students; however, before its application, it is necessary to know what type of gamification students require. The most common are highlighted below.

Design Thinking and Gamification Model. This gamified strategy is applied through the use of game dynamics, which can be applied in both educational and work contexts. It is based on the development of skills, collaborative activities, and intrinsic and extrinsic motivation. One of its main characteristics is the integration of technology as part of interactive classroom strategies (Arias et al., 2019). The phases of this model are described as follows:

The process comprises five phases. In the empathizing phase, the teacher identifies students’ needs, learning profiles, and interests through observation. In the defining phase, the main learning problem is specified. During ideation, personalized and creative activities involving challenges and rewards are designed. In the prototyping phase, instructions and evaluation criteria are established according to students’ academic level and difficulties. Finally, in the testing phase, the proposal is implemented and evaluated through observation of students’ acceptance, interest, understanding, and participation (Herrera et al., 2024, p. 157).

Superficial or content-based gamification. Superficial gamification is applied when the teacher wants to obtain positive results in the short term by focusing on how the class or activity is presented, applying it "on a one-off basis in a single class" (García et al., 2020, p. 19). According to Lázaro and Moreira (2021), this method is also known as "thin-layer gamification" (p. 164) because the key evaluation elements are incentives based on academic points.

Structural or deep gamification. Structural gamification is applied when the teacher wants to achieve progressive and long-term student learning, applying it generally throughout the course (García et al., 2020). That is, it completely transforms both teaching and learning methods, making it the most comprehensive gamification method.

An important aspect, according to Zambrano and Solano (2025), the pedagogical principles of gamification are based on how teachers can foster autonomy and sound decision-making in students through creativity and the generation of new knowledge. This enables students to develop skills such as improved competitiveness, positive social relationships, effective communication, teamwork, and problem-solving.

On the other hand, García et al. (2020) mention that these principles are based on structuring strategic games aligned with classroom needs, determining what type of mechanisms should be used during the teaching-learning process. Likewise, it is essential to define that the activities are coherent and related to the pedagogical objectives, in order to facilitate student learning, considering that collaborative work and independent tasks are inclusive and engaging, motivating a different and transformative education.

Furthermore, this methodology supports the teacher's role, encouraging education professionals to design dynamic classes, increasing shared responsibility (García & Rodríguez, 2023). For gamification to be meaningful, it is essential to integrate elements that contribute to a significant educational transformation. From a creative perspective, learning can become a dynamic space, allowing participants to self-evaluate their academic progress through competitive activities (Zambrano & Solano, 2025). Based on this, the following elements are described.

Moreover, García et al. (2020) mention that these principles are based on structuring strategic games aligned with classroom needs, determining which mechanisms should be used during the teaching-learning process. Likewise, it is essential to ensure that activities are coherent and related to the pedagogical objectives in order to facilitate student learning, considering that collaborative work and independent tasks are inclusive and engaging, thus motivating a different and transformative education.

In addition, this methodology supports the teacher's role, encouraging education professionals to design dynamic classes and increasing shared responsibility (García & Rodríguez, 2023). For gamification to be meaningful, it is essential to integrate elements that contribute to a significant educational transformation. From a creative perspective, learning can become a dynamic space, allowing participants to self-assess their academic progress through competitive activities (Zambrano & Solano, 2025). Based on this, the following elements are described.

Table 4. Elements of the Gamification

Elements	Description
Points	A system that helps students complete their assignments by accumulating point-based rewards.
Insignia	Visual representations that encourage students' academic achievements.
Levels	Academic progression of students
Classifications	Competitiveness is fostered through ranking tables.
Challenges	Resolving complex situations, motivating improvement and meaningful learning.
Immediate feedback	Based on quick responses to recognize the student's level of understanding regarding their learning.
Narrative	Stories based on experiences.
Autonomy and decision-making	Students are self-motivated and make their own decisions regarding role-playing.
Time and restrictions	Limits established in accordance with the activities proposed in class.
Collaboration	Use of resources that promote group work.
Rewards	Teacher-provided incentives that encourage responsibility and commitment.

Source: Zambrano & Solano, 2025.

From a constructivist perspective, feedback stands out as a fundamental element in the teaching-learning process, where the main actors are students and teachers, but from different angles. Regarding students, learning is not based solely on repeating the lesson received, but on constructing new knowledge from prior learning, considering that thought and intelligence are key to effective learning (Martínez, 2022).

As for teachers, teaching shifts from traditional to innovative, through the use of ICT and engaging resources that capture students' attention, as well as creating spaces that promote inclusion and new teaching methods. In this context, when teachers, in addition to delivering lessons and transmitting knowledge, foster the development of responsible, empathetic, and supportive leaders, and create environments where discovery learning is the cornerstone, teaching practices become effective and meaningful (Martínez, 2022).

The learning-by-doing theory is characterized by an approach that reconceptualizes the student as a proactive, creative individual capable of developing any desired skills, provided the central stimulus is one of positive transformation. This theory aims to value knowledge based on experiences and the interaction of individuals with their environment, which, through knowledge acquisition, leads to meaningful learning (Pérez & Iturralde, 2024).

The essence of this theory lies in the principle of learning by doing, where the student establishes a close connection between knowledge, social relationships, practice, and educational environments. Through this approach, students discover their own worth and interests, and identify the influence of the social, cultural, and educational environment on their personal lives, committing them to be conscious, responsible, and active individuals in their surroundings (Pérez & Iturralde, 2024).

To apply this methodology, some terms that are part of the language of gamification are highlighted:

Gamification: the use of game dynamics in non-game contexts (such as school), with the aim of increasing the motivation and engagement of participants.

Game elements: components such as points, rewards, levels, badges, challenges, or rankings, which make an activity resemble a game.

Meaningful learning: learning that is relevant to the student because they can relate it to what they already know or to their daily life.

Intrinsic motivation: a drive that comes from within the student, not from a grade or external prize, but from the enjoyment of learning or the desire to overcome a challenge.

Scientific thinking: the ability to observe, formulate questions, experiment, analyze results, and draw conclusions based on evidence. Methodological Framework for the Proposal

The qualitative methodology with a descriptive design allows for the interpretation of results within a social reality and context, recognizing patterns and characteristics, and delving into essential aspects that are part of a phenomenon or object of study (Valle et al., 2022). In this context, the qualitative method will allow us to understand the students' experiences, from how they feel, what topics interest them, and what motivates them, to how they interact with each other.

From a descriptive design, it is possible to describe and delve into the behavior, situations, and attitudes that are part of the research object. Through this research design, it is also possible to explore questions such as: What happens to the participants? When does it happen? How does the situation unfold? Where does it take place? What characteristics comprise it? And what attributions do they possess? (Valle et al., 2022). The following was considered in structuring the proposal:

Description of the proposal “Gamified Scientific Adventure”.

It is based on an active and participatory pedagogical approach, where the student is at the center of the teaching-learning process and the teacher acts as a mediator and facilitator of meaningful experiences. The choice of gamification as a strategy responds to the need to integrate motivation, play, and interaction into the construction of scientific learning in sixth grade. This proposal is based on pedagogical practice focused on transforming the teaching of Natural Sciences in sixth grade to address the topics of the current curriculum, but from a participatory and challenge-based approach. That is, to contribute to the development of interactive and motivating classes.

For its design, different methodological techniques and tools were used to understand the context and define relevant strategies: SWOT analysis, problem tree and objective tree, needs and potential assessment, and participatory techniques. In addition, the following strategies are proposed:

- Gamification: Use of game dynamics (points, levels, missions, challenges, visual rewards) to increase motivation and engagement.

- Challenge-based learning: Solving practical and scientific problems through games and activities.

- Collaboration: Teamwork to foster social skills and peer learning.

- Continuous and gamified assessment: Constant feedback using badges and medals for achievements.

Internal Structure of the Proposal

-Proposal Title

-Specific Justification of the Proposal

-Description of the target population or application context

-Proposed Activities (by phases or stages)

-Coherence Matrix between the proposal and the planning

-Application Methodology (dynamics, approaches, techniques)

-Responsible Parties

-Required Resources (human, material, and time)

-Implementation Schedule

-Evaluation Criteria and Instruments

-Coherence with the theoretical framework, defined objectives, and proposed strategies

-Brief explanation of how the proposal is based on the conceptual foundations developed in the Theoretical Framework

-Suggestions for Implementation

-Recommendations for applying the proposal in the professional setting

-Possible adjustments based on contextual conditions

-Factors that could facilitate or hinder implementation

-Guidelines for monitoring and feedback Objective of the proposal: To promote innovative gamification-based strategies to strengthen the teaching and learning process of Natural Sciences for sixth-grade students in Basic Education.

One of the fundamental topics studied in 6th grade, Section 1, is: Topic 3: Ecosystems of Ecuador. Important questions and curiosities are raised that serve as a basis for structuring the strategies, such as:

As an example, a learning strategy using gamification in Topic 3 of sixth grade: Ecosystems of Ecuador ().

● Learning objective: To investigate ecosystems, their biodiversity, and their interrelationships and adaptations, in order to value the diversity of ecosystems and species and understand that Ecuador is a megadiverse country (O.CN.3.3).

● Time commitment: 6 hours

● Participants: Sixth-grade students of Basic General Education.

● Game Objectives: To use playful activities so that students can practically understand what an ecosystem is and what biodiversity is, and understand and explain why Ecuador is a megadiverse country.

● Activities: 1. Find out what protected area is located near your town.

2. In your textbook, you will find a box with the following information: Did you know? Ecuador has more than 4,200 species of orchids, of which 1,301 are endemic; however, many more exist waiting to be discovered. These beautiful plants can be found throughout the country.

For the group activity, students form pairs, trios, or teams to answer questions on cards prepared by the teacher. These questions should demonstrate creativity in their responses. For example:

Card 1: Research what "endemic" means. Identify some orchid species in your area.

Card 2: Why are orchids considered beautiful? Present your photo collection.

Card 3: Create an infographic about strategies that promote ecosystem conservation in Ecuador. (Use drawings and ideas that raise environmental awareness.)

A manual, photo collection, or other output is produced.

● Establish challenges or missions where students create innovative strategies to mitigate the negative effects of human activities on ecosystems.

1. In groups, create an informative manual about the endangered flora and fauna species in each region of Ecuador. 2. I mention measures that we can implement at home, at school, and in the community for its conservation.

3. I share the information from the manual with my classmates.

● Play area: School green areas, classroom, computer lab.

Developing motivation: Through games and challenges, they will see how their actions can contribute to mitigating the effects that damage the environment. They will work as a team, and their efforts will be rewarded. They will learn in a fun way and enjoy a “Gamified Science Adventure.”

• Mission: In a Gamified Science Adventure, you must investigate the effects of human activities on an ecosystem and propose actions to mitigate the risks we face. You can use mobile devices or tablets, and will make observations, create diagrams, and draw pictures.

● Game Rules: Points are awarded for each correct answer. You cannot move on to the next activities until you have completed all the actions in each challenge. The team with the most points at the end of the activity will be the winner.

● Materials/Resources: Mobile devices or tablets, worksheets for the teams.

● Assessment: I mention the main environmental problems in my community and propose measures that should be implemented to solve them, reflecting on the interrelationship between people and their environment.

Furthermore, this assessment focuses on the development of critical thinking and problem-solving skills, where students apply scientific knowledge to face everyday challenges, particularly in topics related to climate change, biodiversity, and ecosystems.

Stage 3: Validation of the proposal.

The opinions of four specialists in the field of education with extensive knowledge in Natural Sciences were gathered to assess the feasibility of the proposal. The following table shows the results of the proposal validation through a questionnaire administered to these specialists.

Table 5. Validation of the proposal by expert criteria

Indicators	5 Excellent	4 Very Good	3 Good	2 Fair	1 Poor
1. Theoretical foundation	100%
2. Use of active methodologies	75%	25%
3. Development of motivation	100%
4. Contextualization to the curricula	100%
5. Feasibility	75%	25%

Source: Prepared by the authors

The proposal received highly favorable evaluations from the specialists. The theoretical foundation and curricular contextualization were rated Excellent by 100% of participants, while 75% rated the use of gamification-based active methodologies and the proposal’s feasibility as Excellent. These results indicate that the strategy is considered effective for increasing student participation, motivation, and conceptual learning in sixth-grade Natural Sciences.

The authors of the work and the specialists value the proposal positively and recommend actions for its improvement and implementation:

- Prepare teachers in the theoretical and methodological foundations of the proposal.

- Train them in formulating questions and problems that foster reflection, inquiry, and research, rather than mere repetition of concepts.

- Provide the tools for conducting the diagnostic assessment, as a starting point for characterizing participating students individually and in groups.

- Create conditions for the use of ICT.

Conclusions

Gamification is a pedagogical strategy that integrates game elements, motivation, and exploration into the teaching-learning process without being reduced to mere play. In Natural Sciences, it can facilitate the understanding of topics such as ecosystems, biodiversity, and environmental issues while promoting critical thinking, inquiry, creativity, and collaborative work. It also contributes to increasing students’ interest and fostering responsible and civic attitudes. The experts positively evaluated the proposal and considered it feasible, while recommending specific actions for its refinement and implementation.

References

Acosta, M., Aguayo, J. P., Ancajima, S. D., & Delgado, J. C. (2022). Recursos educativos basados en gamificación. Revista Tecnológica-Educativa Docentes 2.0, 14(1), 28-35. https://ojs.docentes20.com/index.php/revista-docentes20/es/article/view/297

Acosta, S., & Barrios, M. (2023). La enseñanza contextualizada para el aprendizaje de las Ciencias Naturales. Revista de la Universidad del Zulia, 14(40), 103-126. https://dialnet.unirioja.es/servlet/articulo?codigo=9004064

Arias, H., Jadán, J., & Gómez, L. (2019). Innovación educativa en el aula mediante Design Thinking y Game Thinking. Revista Hamut´ay, 6(1), 82-95. http://dx.doi.org/10.21503/hamu.v6i1.1576

Arroyo-Mina, M. T., Cabeza-Castro, N. V., Nivela-Cornejo, M. A., & García-Cobas, R. (2025). Capacitación docente para el uso de gamificación en la enseñanza de Ciencias Naturales. MQRInvestigar, 9(3), e957. https://doi.org/10.56048/MQR20225.9.3.2025.e957

Avelino, R. E., & Garófalo, R. N. (2024). Espacios Innovadores para las Ciencias Naturales: la gamificación en la educación básica superior. MENTOR Revista de Investigación Educativa y Deportiva, 3(9), 887–905. https://doi.org/10.56200/mried.v3i9.8568

Balseca, H. F., Moscoso, S. Y., & Erazo, J. C. (2022). Gamificación como estrategia de enseñanza de las ciencias naturales en octavo año de educación básica. Revista Multidisciplinaria Arbitrada de Investigación Científica, 6(3), 1753-1773. https://www.investigarmqr.com/ojs/index.php/mqr/article/view/96

Castañeda, K. J., Cueva, A. S., Briones, S. I., & Monard, K. E. (2025). Gamificación y motivación en contextos educativos. Un enfoque desde la psicología educativa. Una revisión sistemática. RECIMUNDO- Revista Científica Mundo de la Investigación y el Conocimiento, 9(2), 660–674. https://doi.org/10.26820/recimundo/9.(2).abril.2025.660-674

Coapaza, M. Y., Cariapaza, G. J., Díaz Vilcanqui, Y. D., & Condori Castillo, W. W. (2024). Aprendizaje Activo y Participativo en el Aula. Idicap Pacífico. https://doi.org/10.53595/eip.015.2024

García, F., Cara, J., Martínez, J., & Cara, M. M. (2020). La gamificación en el proceso de enseñanza-aprendizaje. Revista Digital de Investigación en Ciencias de la Actividad Física y del Deporte, 1(1), 16-24. https://dialnet.unirioja.es/servlet/articulo?codigo=7643607

García, V. R., & Rodríguez, A. E. (2023). La importancia de la gamificación en la motivación estudiantil. Multidisciplinary Collaborative Journal, 1(4), 27-39. https://doi.org/10.70881/mcj/v1/n4/24

Herrera, S., Castro, A., & Auccahuallpa, R. (2024). Gamificación como estrategia de evaluación en Educación General Básica. Revista Mexicana de Investigación e Intervención Educativa, 3(2), 149-159. https://dialnet.unirioja.es/servlet/articulo?codigo=9768210.

Lázaro, O., & Moreira, M. (2021). Gamificación superficial en e-learning: evidencias sobre motivación y autorregulación. Revista de Medios y Educación. Pixel - Bit, 62, 146-181. https://doi.org/10.12795/pixelbit.82427

Macías, K. (2020). Estrategias de gamificación como aporte al aprendizaje en el área de Ciencias Naturales. Revista Científica Multidisciplinaria SAPIENTIAE, 3(7), 5-5. https://dialnet.unirioja.es/servlet/articulo?codigo=10293784

Mallitasig, A. J. & Freire, T. M. (2020). Gamificación como técnica didáctica en el aprendizaje de las Ciencias Naturales. Innova Research Journal, 5(3), 164-181. https://dialnet.unirioja.es/servlet/articulo?codigo=7878892

Martínez, F. (2022). Aprendizaje, enseñanza, conocimiento, tres acepciones del constructivismo. Implicaciones para la docencia. Perfiles educativos, 43(174), 170-184. https://doi.org/10.22201/iisue.24486167e.2021.174.60208

Mero, J. K., Campuzano, J. G., López, S. G., & Jara, C. R. (2022). La gamificación como estrategia para la estimulación del aprendizaje de las ciencias naturales. Polo del Conocimiento. Revista Científico Profesional, 7(3). https://dialnet.unirioja.es/servlet/articulo?codigo=8399861

Navarro, C., Pérez, I., & Marzo, P. (2021). La gamificación en el ámbito educativo español: revisión sistemática. Retos, 42, 507–516. https://doi.org/10.47197/retos.v42i0.87384.

Pérez, G., & Iturralde, C. (2024). Pedagogía Transformadora desde el Aprender Haciendo. 593 Digital Publisher CEIT, 9(2), 807-815. https://dialnet.unirioja.es/servlet/articulo?codigo=9398958

Ramírez, J. M., & Alzate, L. A. (2022). La gamificación: Estrategia para abordar la competencia argumentativa en las Ciencias Naturales. Revista Científica del Amazonas, 5(10), 52–66. https://doi.org/10.34069/RA/2022.10.05.

Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Fortaleciendo los estudios de gamificación: tendencias actuales y oportunidades futuras de la investigación en gamificación. Revista Internacional de Estudios Humano-Computacionales, 127, 1-6. https://doi.org/10.1016/j.ijhcs.2018.11.007.

Valle, A., Manrique, L., & Revilla, D. (2022). La Investigación descriptiva con enfoque cualitativo en educación. PUCP. https://repositorio.pucp.edu.pe/items/b5d6a4d5-9f3f-4e26-89da-1531725f3931.

Villafán, L., & Linares, E. (2024). Aprendizaje Basado en Gamificación. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, (38), 9-19. https://doi.org/10.24215/18509959.38.e1.

Zambrano, A. P., Lucas, M. A., Luque, K. E., & Lucas, A. T. (2020). La gamificación. Herramientas innovadoras para promover el aprendizaje autorregulado. Dominio de las Ciencias, 6(3), 10. https://dialnet.unirioja.es/servlet/articulo?codigo=8231614.

Zambrano, S., & Solano, H. (2025). Gamificación con herramientas digitales para potenciar el aprendizaje y la motivación en el entorno educativo. Revista Social Fronteriza, 5(1), 1-17. https://www.revistasocialfronteriza.com/ojs/index.php/rev/article/view/620#:~:text=DOI%3A-,https%3A//doi.org/10.59814/resofro.2025.5(1)620,-Palabras%20clave%3A.

Zampeta, N., Xi, N., Hamari, J., K. K., & Assimakopoulos, V. (2020). El efecto de la gamificación basada en desafíos en el aprendizaje: un experimento en el contexto de la educación estadística. Revista Internacional de Estudios Humano-Computacionales, 144(1), 1-14. https://doi.org/10.1016/j.ijhcs.2020.102496.