Integration of Gamification with EducaPlay in the development of mathematical competencies in Basic Education

Abstract

Objective: To implement gamification with Educaplay in eighth-grade students to develop mathematical competencies, with the aim of improving academic performance and fostering a positive attitude. Methods: The research was based on a constructivist and mixed-methods approach, with a quasi-experimental, applied, and cross-sectional design. Theoretical and empirical methods were used, including observation, document review, and surveys, validated using Cronbach's alpha (0.904) and R-squared (0.896). Statistical processing was performed using the Wilcoxon signed-rank test in SPSS software. Results: A significant increase in academic performance was demonstrated, raising average scores from an initial deficient range (1.83–2.47) to levels of excellence (3.93–4.57). The two-tailed significance obtained (.000) confirmed that the gamified intervention eliminated low scores and enhanced critical skills such as problem-solving and the understanding of abstract concepts. Conclusions: The proposal energized learning and modified students' attitudes toward the subject, validating the effectiveness of digital game environments in basic education.