Recibido: 25/10/2025 Aceptado:
7/04/2026
Gamification in the teaching of matter and
energy in the sixth year of basic education (Original)
La gamificación en la enseñanza de la
materia y energía en sexto año de básica (Original)
Lorena Carmita Jiménez Chamba. Licenciada en Ciencias de la Educación, mención Educación Básica. Docente de la Escuela Educación Básica Luis Felipe Villamil. Sambi-Tacamoros-Sozoranga-Loja-Ecuador. [ lorejimenez123432@gmail.com ]
[ https://orcid.org/0009-0009-6083-2793 ]
Paulo Fabian Abad Bustamante. Licenciado en Ciencias de la Educación mención Educación Básica. Docente en Educación General Básica. Escuela de Educación Básica Emiliano Ortega Espinoza. Sozoranga-Loja- Ecuador. [ paulo.abad@educacion.gob.ec ]
[ https://orcid.org/0009-0003-9967-9155 ]
Roelbis Lafita Frómeta. Licenciado 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. Licenciada en Educación. Biología 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 stemmed from difficulties
identified in the teaching learning process of the Matter and Energy curriculum
block within the Natural Sciences subject for sixth-grade students at Zoilo Rodríguez Educational Unit in the Sozaranga
canton of Loja province. The diagnosis results revealed limited use of active
learning methodologies, particularly gamification, and a weak connection
between the content and everyday life. Therefore, the study aimed to design
gamified learning activities to improve the teaching and learning process from
a constructivist, inclusive, and meaningful perspective. A mixed-methods
approach was used, specifically a descriptive field study. Theoretical,
empirical, and statistical methods were combined, and techniques such as
surveys, interviews, and participant observation were used. The proposed
activities were evaluated by specialists, who determined their relevance and
feasibility. It was concluded that gamification, when integrated into the
teaching of Natural Sciences, promotes active student participation and
meaningful learning, provided it is combined with the principles of Universal
Design for Learning and the necessary resources are available for its
systematic application. The proposal is consolidated as an innovative didactic
alternative to transform educational practice in rural contexts and strengthen
students' interest in Natural Sciences.
Keywords: didactic activities;
gamification; teaching and learning; matter and energy
Resumen
La investigación se desarrolló a partir de las dificultades identificadas en el proceso de enseñanza- aprendizaje del bloque curricular Materia y Energía de la asignatura Ciencias Naturales sexto año de básica en la unidad educativa Zoilo Rodríguez del cantón Sozaranga provincia de Loja. Los resultados del diagnóstico revelaron limitado uso de metodologías activas en el proceso de enseñanza aprendizaje, particularmente de la gamificación, y escasa vinculación entre los contenidos y la vida cotidiana. Por lo que el objetivo del estudio estuvo dirigido hacia el diseño de actividades didácticas basadas en la gamificación para mejorar el proceso de enseñanza aprendizaje desde un enfoque constructivista, inclusivo y significativo. La metodología utilizada fue mixta; el tipo estudio descriptivo y de campo. Se combinaron métodos teóricos, empíricos y estadísticos, y se utilizaron técnicas como la encuesta, la entrevista y la observación participante. Las actividades propuestas fueron valoradas por criterio de especialistas, quienes determinaron su pertinencia y viabilidad. Se concluyó que la gamificación al integrarse en la enseñanza de las Ciencias Naturales promueve la participación activa del estudiante y el aprendizaje significativo, siempre que se combine con los principios del Diseño Universal de Aprendizaje y se cuente con los recursos necesarios para su aplicación sistemática. La propuesta se consolida como una alternativa didáctica innovadora para transformar la práctica educativa, en contextos rurales y fortalecer el interés de los estudiantes por las Ciencias Naturales.
Palabras claves: actividades didácticas; gamificación; enseñanza aprendizaje; materia y energía
Introduction
Natural
Sciences are an essential pillar in the comprehensive development of elementary
school students, as they foster curiosity, critical thinking, and an
understanding of the natural environment that surrounds them. Through the study
of this area of knowledge, students learn to observe, experiment,
formulate hypotheses, and reflect on the phenomena of the world, building the
foundations of scientific thinking. In the Ecuadorian curricula, a unit within
this subject is dedicated to the study of Matter and Energy, a topic that
occupies a relevant place in the student's scientific training because it
addresses fundamental concepts about matter, its structure, physical and
chemical transformations, and the various forms of energy and their responsible
use. The Matter and Energy curriculum unit promotes the understanding of
natural phenomena present in everyday life; therefore, its teaching should aim
toward the development of research skills, the strengthening of logical
reasoning, and the stimulation of meaningful learning. This requires the use of
methodologies that encourage active participation and experiential learning
among students.
Within
these methodologies, gamification has gained particular relevance in recent
times due to its dynamic and innovative nature, and its ability to place the
student at the center of their own learning. Recent research highlights the
importance of gamification in the teaching of Natural Sciences, as is the case
of Manassero & Vázquez (2023), who designed a
cooperative card game to teach the nature of science in an innovative way in
primary school. They based their proposal on the theory of learning games and
on the explicit and reflective pedagogy required for teaching Natural Sciences.
The results of this study demonstrated the benefits of the game in student
learning, as well as some alternatives for improvement and limitations of the
card game experience with respect to teaching Natural Sciences in primary
school.
In
Ecuador, Mallitasig & Freire (2020) conducted
research to measure the learning achievements in Natural Sciences of
ninth-grade students before and after the use of tools such as Kahoot and Plickers. Through statistical analysis, they determined a
considerable increase in students' learning strategies in Natural Sciences.
They concluded that gamification positively influences the student learning
process because it is an innovative pedagogical technique that combines game
elements so that students internalize knowledge and experience learning as a
positive and satisfying experience.
The
study conducted by Ramírez (2023) focused on the area of
Educational Technology and Invention, specifically in the area of
Natural Sciences, with the objective of analyzing gamification as
a technique for the teaching-learning process in Natural Sciences. The author
followed a qualitative methodology, based on document analysis. The common
thread running through the findings of the consulted studies focused on the
value of new Information and Communication Technologies (ICTs) as a resource
for achieving educational objectives. García et al. (2024) analyzed the use of
gamification as a pedagogical strategy in the teaching of Natural Sciences,
examining how the implementation of gamification techniques in the educational
environment can enhance academic achievement in Natural Sciences. The
experimental group engaged in gamified activities through digital platforms
such as Kahoot, Classcraft, and Quizizz, while the
control group followed a conventional teaching approach. The results obtained
in this research demonstrated that the implementation of gamification
strategies generated a significant effect on students in the experimental group
in terms of motivation, engagement in learning, and increased academic
performance compared to participants in the control group.
On
the other hand, Pinenla-Palaguaray et al. (2025), propose a didactic strategy for
teaching natural sciences based on constructivist approaches, with the
objective of promoting meaningful, collaborative, and contextualized learning
through an organized sequence of four phases. Each phase includes specific
actions accompanied by activities designed to awaken scientific curiosity,
build knowledge, apply concepts in real-world contexts, and communicate results
rigorously and creatively. The proposal contributed to addressing contemporary
challenges in science education by integrating local and global knowledge and
fostering ethical and social reflection.
Despite
these findings, it is important to highlight that the teaching of Natural
Sciences in Ecuadorian basic education, especially in rural contexts, faces multiple
challenges, including: a lack of teaching resources, poorly equipped
laboratories, teachers with limited mastery of active methodologies that place
the student at the center of the learning process, and the existing gap in
access to technological resources and limited digital connectivity. Zoilo Rodríguez Educational Unit is not exempt from this
problem. Natural Science teachers still employ traditional methodologies that
limit student participation in their learning process; in many cases, the content
covered does not address real-world problems in the community, and the use of
gamification is limited, as is the use of accessible and interactive
technological resources. This situation affects the performance of sixth-grade
students who show little interest in learning the Matter and Energy curriculum
unit. Based on the diagnostic results, the following research problem is posed:
How can the teaching - learning process of the Matter and Energy curriculum
unit within the Natural Sciences subject be improved in the sixth grade at Zoilo Rodríguez Educational Unit in the Sozoranga
Canton, Loja Province?
The
general objective is to propose gamification-based activities that improve the
teaching and learning process of the Matter and Energy curriculum unit within
the Natural Sciences subject in the sixth grade at Zoilo
Rodríguez Educational Unit.
Materials and Methods
The
research employs a mixed-methods approach (qualitative and quantitative),
allowing the authors to delve into the teaching and learning process of the
Matter and Energy curriculum block within the sixth-grade Natural Sciences
subject. This approach aims to identify pedagogical practices, interactions,
perceptions, and barriers to student learning. The research is exploratory and
field-based, conducted at the Zoilo Rodríguez
Educational Unit. This ensures the direct collection of information from those
involved in the phenomenon under study, without altering or manipulating the
variables. This facilitates the development of conclusions and the proposal of
didactic alternatives that contribute to solving the research problem.
The
study utilizes various research methods for a better understanding of the
problem. Among the theoretical methods are analysis and synthesis, used to
systematize the theoretical frameworks on the teaching and learning process of
the Matter and Energy curriculum block within the Natural Sciences subject, as
well as gamification. The information gathered provides the authors with a
holistic view of the phenomenon under investigation. The inductive-deductive
method is employed during the diagnostic phase, allowing for conclusions to be
drawn and a solution to be proposed for the investigated problem. Among the
empirical methods used are scientific observation, interviews, and surveys to
obtain information on the teaching and learning process of the Matter and
Energy curriculum block. The statistical mathematical methods employed include
percentage analysis and descriptive statistics, which allow the authors to
process quantitative information, interpret the data, and represent it.
Finally, expert opinion is used to evaluate the proposed activities.
The
research takes place in its natural context, that is, at Zoilo
Rodríguez Educational Unit, specifically in the sixth year of Basic General
Education, during the 2024-2025 academic year. The institution is located in
the Tacamoros Parish, in the Sozoranga
Canton, Loja Province. Due to the authors' interest and its accepted
mythological basis, the research involves the entire population, consisting of
16 sixth-grade students and three teachers who teach Natural Sciences at the
institution.
The
research is developed through three stages: diagnosis, design of didactic
activities based on gamification, and the third stage of implementation and
evaluation of the proposed activities. This process is carried out using expert
criteria, which guarantees the relevance and feasibility of the proposal.
Stage
1. Diagnosis: This stage aims to identify the needs and potential of the
teaching and learning process of the Matter and Energy curriculum block and the
use of active methodologies such as gamification. Techniques used in this stage
include a survey using a closed-ended questionnaire administered to 15
sixth-grade students; interviews with structured questions; and participant
observation.
Analysis and discussion of the
results
The
results of the survey of sixth-grade students reveal their limited engagement
in learning Natural Sciences. In the first question, only 20% of students expressed
a strong liking for the subject, while more than half showed little or no
interest. This suggests that traditional teaching methods do not generate the
necessary interest to spark scientific curiosity in students. However, when
analyzing the second question, a significant change is observed: 53.3% of the
students surveyed stated that they greatly enjoy it when the teacher uses
games, 26.6% somewhat enjoy it, 13.3% somewhat enjoy it, and 6.6% do not at all
enjoy the use of games in teaching this subject. This demonstrates the impact
that active methodologies such as gamification have on students' motivation and
interest in their learning. In the third question, related to interest in the
topics of matter and energy, the results again show a pattern similar to the
first question: only 26.6% expressed high interest, while 40% expressed little
or no interest, as shown in Figure 1.
Figure 1. Results of the first three survey questions
_archivos/image002.gif)
Source:
Authors' own elaboration
The results
obtained in the last questions reflect significant challenges in the teaching
of Natural Sciences, specifically in topics related to Matter and Energy. In
question four, only 26.6% of students responded that the teacher always
explains Matter and Energy topics using everyday examples, 33.3% said
sometimes, and 40% stated never (see Figure 2).
Figure
2. Results of the last survey questions
_archivos/image004.gif)
Source:
Authors' own elaboration
This
indicates that the teaching strategies used by teachers do not connect new
knowledge with prior knowledge, nor do they take into account students'
experiences and realities. When this occurs, the opportunity for learning to be
meaningful and relevant to them is lost. In question five, the results follow a
similar pattern: 26.6% of students responded that the teacher always uses games
to teach Natural Sciences, 40% responded that they are used only sometimes, and
33.3% said they are never used. This suggests that, despite evidence of the
importance of games as a teaching tool to foster curiosity, participation, and
the understanding of abstract concepts, their incorporation into classrooms
remains limited. Cooperative learning presents a more encouraging picture:
46.6% of students report always participating in group activities, while only
26.6% say they never do. This fosters the development of social skills,
communication, and problem-solving abilities. Finally, students' perceptions of
games as a learning tool demonstrate their pedagogical effectiveness: 53% of
students believe that gamification helps them learn Matter and Energy topics
better, while only 7% feel it is of no help. These results demonstrate the need
to promote active, contextualized, and cooperative methodologies that place
students at the center of their learning and allow science to be explored and
understood through everyday experience.
These
results demonstrate that the implementation of active methodologies such as
gamification allows students to understand abstract phenomena and concepts in
an experiential and fun way, fostering scientific curiosity and the meaningful
construction of knowledge; the game ceases to be mere entertainment and becomes
a pedagogical tool that enhances creativity, motivation, and critical thinking.
Segura (2019, cited by Franco, 2023), considers gamification a powerful tool to
help motivate students in class and thus facilitate the teaching and learning
process.
For his
part, Werbach (2012, cited by Zambrano et al., 2020), proposes the following as
the foundations of gamification: dynamics, mechanics, and components. Dynamics
are the concept, the implicit structure of the game. The mechanics are the
processes that drive the game's development, and the components are the
specific implementations of these dynamics and mechanics: avatars, badges,
points, collections, rankings, levels, teams, and so on. The interaction of
these three elements is what generates the gamified activity.
The results
of the interview conducted with sixth-grade Natural Science teachers at the Zoilo Rodríguez Educational Unit, and of the participant
observation of the teaching and learning process of the curriculum block:
Matter and Energy, show a certain consistency with the data obtained in the
student survey. Teachers agree that the main difficulties students face in learning
about Matter and Energy are related to a lack of connection between concepts
and reality, as well as a weak foundation of knowledge acquired in previous
grades. This leads them to perceive the content as abstract and meaningless,
especially the more complex topics related to energy.
Regarding
the methodology used in teaching Natural Sciences, teachers state that they
employ active methods and strategies that promote student participation, citing
lectures, simple experiments, cooperative work, and project-based learning.
However, these statements contrast with the results of the survey and
observation, which reveal a predominance of teacher-centered lectures and
limited use of strategies that encourage knowledge construction based on
student experience. In the observed classes, there is a noticeable lack of use
of methodologies that stimulate scientific curiosity and allow for
contextualizing the content. Regarding meaningful learning, teachers maintain
that they connect the topics of matter and energy with everyday examples.
However,
observations show that this practice is not carried out systematically; the
most frequently used resources in the classroom are videos, posters, and
textbooks, demonstrating a reliance on traditional materials and a limited use
of more interactive experimental resources. Although teachers recognize the
value of gamification, the observed classes revealed that the application of
these strategies is scarce. While there is a positive attitude toward these
methodologies, most teachers report lacking the necessary training and tools to
implement them systematically in their teaching practice; this deficiency
limits the possibility of transforming Natural Sciences into an active and
meaningful experience. These data
reflect that student motivation depends largely on the pedagogical strategy
employed. When learning is presented in a playful, participatory, and
contextualized manner, students feel motivated and engaged in their own
learning.
Stage
2. Design of gamified learning activities.
The
teaching and learning process of Natural Sciences in Ecuadorian Basic General
Education is an essential space for students to understand the world they live
in, develop critical thinking, and acquire a responsible attitude toward
environmental problems. The Ecuadorian curriculum model promotes an active,
reflective, and investigative approach, where learning stems from curiosity,
observation, and experimentation as means to construct meaningful scientific
knowledge (Ministerio de Educación del Ecuador, 2016). The teaching of Natural Sciences must move beyond traditional
practices focused on memorizing concepts and give way to active methodologies
that stimulate inquiry, the formulation of hypotheses, and the search for
well-founded explanations of natural phenomena. In this sense, Meneses (2010, cited by Ávila et al., 2018), considers the
teaching-learning process as an intentional communication system that occurs
within an institutional framework and in which strategies are generated to
promote learning. Barrera & Bonilla (2018, cited by Bernal et al., 2024),
propose that the teaching-learning process is communicative because the teacher
organizes, expresses, socializes, and provides scientific, historical, and
social content to the students, who, in addition to constructing their own
learning, interact with the teacher, with each other, with their families, and
with the surrounding community, applying, debating, verifying, or contrasting
said content.
In
this stage, gamified learning activities are designed to improve the teaching
and learning process of the Matter and Energy curriculum block, fostering
greater student involvement and commitment to their own learning. All proposed
activities integrate the basic principles of gamification and Universal Design
for Learning (UDL), promoting cooperative and experiential learning.
Activity
1. Building Molecules
Skill:
CN.3.3.2
Objective:
To understand the formation of molecules from the bonding of atoms through a
playful and hands-on experience.
Resources:
Molecular modeling kits or modeling clay, toothpicks, guide cards, digital
whiteboard.
Time:
80 minutes.
Procedure:
The
teacher explains the difference between atoms and molecules, then demonstrates
with simple examples (H₂O, CO₂, O₂) how to represent bonds and geometry; shows
presentation criteria. Distributes cards with formulas and levels (basic,
intermediate, advanced). Provides visual support templates for students with
difficulties (diagrams, labels). Asks inquiry questions and records lists of
evidence. Students build models (kits/modeling clay/toothpicks) following these
steps: 1. Identify the type of atom and valence; 2. Assemble the model; 3.
Write down the name and emergent properties; 4. Prepare a 2-minute explanation
and present your results to the class. Gamification incorporates
mini-challenges (for example, building the lightest molecule) and points for
creativity and accuracy. Presentation options include oral presentation,
poster, or short video (UDL).
Assessment:
Observation rubric focused on the correct representation and oral explanation
of the molecular model.
Activity
2. The Mystery Mixtures Lab.
Skill:
CN.3.3.3
Objective:
Classify different types of mixtures, recognizing the differences between pure
substances and mixtures.
Resources:
Salt, sugar, water, sand, iron filings, beakers, spoons, magnets, labels.
Time:
80 minutes.
Procedure:
The teacher introduces the topic with a short video and poses the challenge:
Which of these samples is pure and which is a mixture? Four stations are set up
(dissolution, filtration, magnetic separation, microscopic observation). Before
starting, visual instructions and a UDL checklist (steps with pictograms and
text) are provided. Supervises and briefly models each technique, formulates
research questions, and provides scaffolding for students with needs. Groups
rotate for 10 minutes through each station: they perform the procedure, record
observations (appearance, changes, solubility, response to the magnet), take a
photo, and label the sample on a collaborative template. They identify whether
the sample is a pure substance, a homogeneous mixture, or a heterogeneous
mixture, and justify their answer with evidence. Each correct decision earns
points and lab badges; errors are used as correction clues (formative
feedback). Teams exchange results, the teacher moderates a guided discussion to
build concept, and concludes with a synthesis. Feedback is provided using a
rubric and checklist.
Assessment:
Checklist of the experimental process and self-assessment of teamwork.
Activity
3. Cooperative Classification Activity.
Skill:
CN.3.3.3
Objective:
To classify pure substances from mixtures using a cooperative classification
activity.
Resources:
Cards with images and descriptions of materials, wall board, adhesive tape.
Time: 40 minutes.
Procedure:
The
teacher describes the activity and presents the physical and digital mural with
categories: pure substances, homogeneous mixtures, and heterogeneous mixtures.
Modeled examples are also provided. Students form groups and assign roles:
advocate (explains the choice), recorder (documents), verifier (compares with
the guide), and communicator (presents the results). The teacher distributes
packets of cards with images, descriptions, and properties, and assigns classification
criteria. A support sheet with visual cues and definitions in various formats
is provided. The teacher monitors progress and poses follow-up questions for
advanced teams. The groups select the cards, justify their choices, and paste
them onto the mural. Each accepted justification earns points; the most
creative justifications receive recognition. The teams present and defend their
murals in a plenary session. The teacher provides feedback.
Evaluation:
Checklist: Participation and cooperation are evaluated, as well as coherence in
the classification of materials, creative justifications, and clarity of
presentation.
Activity
4. Chemical Detectives.
Skill:
CN.3.3.4
Objective:
To recognize chemical compounds in everyday objects and classify them as
organic or inorganic.
Resources:
Household products (vinegar, sugar, detergent, salt), observation sheets,
magnifying glass, camera or tablet.
Time:
120 minutes (3 sessions).
Procedure:
The
teacher presents the case and the safety protocol. They explain what a chemical
compound is with everyday examples. Students form groups and assign roles. The
teacher provides real materials and labels, guides students in reading labels,
and shows them how to find information in reliable sources. They ask clarification
questions and verify sources. The groups analyze 5–7 household products,
identify compounds, classify them as organic or inorganic, and record the
evidence (labels, photos). They prepare a presentation, which can be a
role-playing exercise where each member defends their classification. Points
are awarded for correct use of evidence, clarity, and creativity. The final
report can be written or audiovisual.
Evaluation:
Report with criteria for accuracy, presentation, and group reflection.
Activity
5. Project: The Chemical Home.
Skill:
CN.3.3.4
Objective:
To apply knowledge about chemical compounds through a cooperative project that
identifies their presence in the home.
Resources:
Recording sheets, camera or cell phone, computer, poster board or digital
slides.
Time:
Six 40-minute sessions.
Procedure:
The
teacher guides the investigation: presents the challenge, asks questions, and
leads brainstorming sessions about chemical compounds. Groups are formed, and
roles are assigned (facilitator, recorder, designer, presenter). The rubric and
activity schedule are presented. Digital resources are provided, and the
teacher models information searches: how to read labels, record data, and
ethical considerations (consent for taking photos at home). Students
investigate organic and inorganic chemical compounds in everyday objects.
Students collect evidence at home (photos, labels), complete the worksheet, and
in class create a presentation, which can be a video, PowerPoint, interactive
game, brochure, or written presentation. Throughout the process, the teacher
acts as an advisor, reviews progress, and offers support. The groups present
and explain their product at the project fair. The teacher evaluates and
provides feedback.
Evaluation:
Rubric with criteria for research, presentation, and teamwork (self-evaluation
and peer evaluation).
Activity
6. Science Lottery of Matter.
Skill:
CN.3.3.2 and CN.3.3.3
Objective:
To reinforce learning about the types of matter, atoms, and mixtures through an
inclusive, playful activity.
Resources:
Personalized play tickets, game pieces, projector, descriptive audio.
Time:
40 minutes.
Procedure:
The
teacher explains the activity. Distribute the cards with specific adaptations
(large text, images, QR codes with audio) and explain the rules of the game.
Describe each square using different formats and textual descriptions, and pose
additional challenges in special squares, for example: explain in 30 seconds
why it is a mixture. Provide reference cards for those who need support. The
student draws a lottery ticket and marks the squares as they recognize examples
or concepts related to matter, atoms, and mixtures. They must also justify
their moves when requested. Students can change a square if they provide a scientific
justification. Symbolic prizes and points are awarded for correct explanations.
The teacher clarifies errors and reinforces concepts.
Evaluation:
Observation of participation, understanding of concepts, and final
self-evaluation.
Activity
7. The Force Race.
Skill:
CN.3.3.6
Objective:
To explore the effects of different types of forces on the motion of objects,
identifying how they change their shape, speed, or direction.
Resources:
Toy cars, rubber balls, balloons, ramps, stopwatches, measuring tape, recording
sheets, digital whiteboard or projector.
Time:
80 minutes.
Procedure:
The
teacher begins with a brief demonstration: dropping a ball and asking,
"What forces are involved?" They explain the objective of the
activity and present the game dynamics, in which teams compete to discover how
forces alter the motion of objects. The teacher shows a short video about types
of forces (push, friction, gravity) with subtitles and adapted language (UDL).
The students organize themselves into groups of four and receive a guide with
three experimental challenges: Speed challenge: launching a toy
car from different ramp heights and measuring the travel time. Shape Challenge:
Compress a balloon or sponge with different weights and observe the change.
Direction Challenge: Make two balls collide and record how their trajectories
change. The teacher circulates among the groups, asks questions, and assists
those who require visual or sensory support. Each team earns stars for the
accuracy of their observations, collaboration, and oral explanation of the
phenomenon. They communicate their conclusions orally or through a drawing or
short recording (UDL: Multiple Expression). The teacher systematizes the
results and reinforces the concepts of force, motion, and change of shape.
Evaluation:
Rubric with observation criteria (active participation, teamwork, clarity in
explaining the effects of forces). Both the experimental process and the final
reflection are considered.
Activity
8. The Journey of Electrical Energy.
Skill:
CN.3.3.11
Objective:
To analyze the transformations of electrical energy from its generation in a
hydroelectric plant to its conversion into other forms of energy.
Resources:
Computers or tablets with internet access, educational video about Ecuadorian
hydroelectric plants, recycled materials, whiteboard, worksheets.
Time:
80 minutes.
Procedure:
The
teacher presents the challenge: the journey of energy, using an interactive
video about the Paute Dam, highlighting the water's
path and the generation of electricity. The teacher explains that each group
must build a model or digital diagram representing the energy transformations.
The students, organized into cooperative groups, work at different stations:
Station 1. Generation: They analyze how the movement of water is converted into
electrical energy. Station 2. Transmission: They represent how energy travels
through cables and poles. Station 3. Transformation: They experiment with
simple circuits to observe how electrical energy is transformed into light
(light bulb), movement (motor), sound (speaker), and heat (resistor). The
teacher provides adapted support materials (visual diagrams, explanatory audio,
expanded text) to ensure accessibility. Groups earn points for creativity,
accuracy, and cooperation in developing their presentation. Each team presents
its model or digital infographic. The teacher leads a guided discussion on the
importance of responsible energy use and awards a symbolic badge to each group.
Evaluation:
A rubric assesses understanding of energy transformations, use of scientific
language, and cooperation.
Activity
9. Magnetism in Action.
Skill:
CN.3.3.12
Objective:
To describe the characteristics of magnetism and its application in everyday
life.
Resources:
Magnets, simple compasses, paper clips, pins, pieces of metal, small toy
motors, tablets or cell phones with a digital compass, notepads, projector.
Time:
80 minutes.
Procedure:
The
teacher begins the class with a challenging question: Why does the compass
always point north? The teacher takes out a compass and an electric motor and
invites the students to formulate hypotheses. The objective of the lesson is
presented, and the students are organized into teams for the activity. Each
group has three missions: 1. Compass: Use a physical compass and a digital
compass to find north. Then compare the results. 2. Attraction: Test which
objects stick to the magnet and record everything. 3. Motor: Connect a small
motor to a battery, observe how it moves, and explain the role of magnetism in
all of this. The teacher guides the activity, provides visual and auditory
support (UDL), and asks questions that encourage scientific thinking. Teams
earn points for recording accurate observations, cooperating, and correctly
justifying the phenomena. In the second session, each group presents its
results: this can be a drawing, a presentation, an audio recording, or a video.
The teacher concludes the activity by reinforcing the importance of magnetism
in everyday life.
Evaluation:
A rubric is used to assess the experiment, the clarity of the explanations, and
teamwork. Peer evaluation also takes place between groups.
Activity
10. The Energy That Moves Us.
Skills:
CN.3.3.6, CN.3.3.11, and CN.3.3.12
Objective:
To integrate knowledge about force, energy, and magnetism through the
collaborative development of a practical project that demonstrates an energy
transformation.
Resources:
Recycled materials, simple tools, computer or tablet for documentation, camera
or cell phone, digital whiteboard. Time: Four 40-minute sessions.
Procedure:
Session
1. Inquiry and Planning: The teacher presents the challenge: to design a
prototype that demonstrates how energy is transformed or used to produce
movement, light, or sound. The teacher explains the project criteria and the
evaluation rubric. Students form groups of 4 or 5 and generate ideas (for
example, a motorized car, a homemade compass, a lamp with a simple circuit).
Each group develops its work plan and materials list.
Session
2. Guidance and Follow-up: The teacher guides the work stages, offers
differentiated support (guide videos, diagrams, simplified instructions), and
encourages peer collaboration.
Session
3. Construction and Experimentation: The groups build their prototypes and
document the process using photographs or videos (Universal Design for
Learning). During the session, mini-games are included (each group earns an
energy piece for achieving partial objectives such as connecting the circuit or
achieving movement).
Session
4. Presentation and Sharing: The teams present their prototypes at a school
science fair. They explain how force, energy, and magnetism are involved in its
operation. They can use models, digital presentations, or dramatizations. The
teacher guides the presentations and facilitates peer review.
Evaluation:
a comprehensive rubric that assesses scientific understanding, inquiry process
and collaborative work, originality and functionality of the prototype, and
oral or visual communication of the project. A self-evaluation of learning and
group collaboration is included.
Stage
3. Implementation and Evaluation of the Proposed Activities.
In
this stage, the pedagogical relevance and feasibility of the gamified learning
activities designed to improve the teaching and learning process of the Matter
and Energy curriculum block within the Natural Sciences subject for sixth-grade
students at the Zoilo Rodríguez Educational Unit in
Loja Province are evaluated. This evaluation is conducted using expert
judgment, which unfolds through three sequential phases.
In
the first phase, the specialists are selected based on pre-established
criteria, such as professional experience, academic level, theoretical and
practical knowledge of matter and energy, and Natural Science didactics, as
well as professional ethics and willingness to participate in this process. The
study population consisted of seven specialists, from whom a sample of three
was selected. All three had over 10 years of experience as teachers in
Ecuadorian basic education; two held master's degrees in Basic Education and
one held a PhD in Pedagogical Sciences, with a background in Chemistry. In the
second phase, the specialists were given the proposal and the instruments for
evaluating the pedagogical relevance and feasibility of the gamified learning
activities. In the third phase, the results obtained from the applied
instruments were processed, the specialists' observations were analyzed, and
the necessary adjustments were made based on the strengths and weaknesses they
identified. A final report was prepared presenting the qualitative and
quantitative results of the evaluation process, highlighting positive aspects,
areas for improvement, and making recommendations. The assessment issued by the
specialists confirms the validity and pedagogical relevance of the
gamification-based activities, as shown in Figure 3.
Figure 3. Validation of the proposed
activities
_archivos/image006.gif)
Source: Authors' own elaboration.
Based on the evaluation results and considering the
specialists' observations, it is concluded that the proposed gamification-based
activities for teaching the Matter and Energy unit in sixth grade are relevant,
coherent, and feasible within the educational context. Among the main strengths
identified by the specialists are: the alignment of the activities with the
national curriculum, ensuring coherence between skills, objectives, and
assessment criteria; they also highlight the variety of activities that promote
meaningful learning through gamification and student experience. Another
positive aspect is that the activities are inclusive and contextualized, which
improves student motivation and engagement in their own learning. The
specialists identified weaknesses that need to be addressed, the first being
the teachers' lack of preparation for systematically implementing gamification,
which could affect the proper application of the proposed activities.
Furthermore, they point out the gap that exists in rural contexts regarding
access to technological resources and the internet, which may limit the
implementation of some of the activities.
They recommend strengthening teacher training
processes in active methodologies, especially gamification, cooperative
learning, and the use of technological resources, so that they can creatively
adapt and apply the proposed activities.
In summary, the activities evaluated by specialists
have high curricular relevance, methodological coherence, and feasibility;
making it an innovative and applicable proposal to improve the teaching and
learning process of Natural Sciences in sixth grade from a playful,
participatory, and inclusive approach.
Conclusions
The systematization of the theoretical frameworks
confirmed that gamification is an effective didactic tool for improving the
teaching and learning process of Natural Sciences. From a constructivist
perspective, it was evident that elements of play, cooperation, and experience
are essential for sparking student interest, scientific curiosity, and active
participation, especially in abstract topics such as those covered in the
Matter and Energy unit.
The diagnostic assessment revealed difficulties in the
teaching and learning process of Natural Sciences that limit students' active
participation in learning the Matter and Energy curriculum unit. This is
attributed primarily to the limited use of active methodologies and strategies
that connect the content to everyday life. Furthermore, gamification is not
used systematically in class, which limits student engagement and commitment to
learning this content.
The gamification-based teaching activities proposed to
improve the teaching and learning process of the Matter and Energy curriculum
unit were assessed by specialists as relevant, coherent, and feasible because
they respond to the real needs of the educational context, align with the
national curriculum, and promote inclusive and meaningful learning. Expert
evaluation confirmed that the proposal is an innovative and applicable tool for
revitalizing the teaching of Natural Sciences, promoting student motivation and
active participation.
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