La Gamificación y su Aplicación en la Educación Inclusiva en Básica Media

Abstract

Currently, society is immersed in an era of significant change, and the emergence of gamified tools makes gamification turn non-playful activities into something enjoyable. This research aims to analyze the application of gamification in the interlearning process in inclusive education in middle school. The work focuses on meta-analysis methodology and consider the various parameters of the PRISMA methodology, which enables reliable and properly validated studies that contribute with necessary information. was collected and managed from the Catholic University of Cuenca databases in SciELO, Redalyc, Dialnet, and theses. It should be emphasized that the search process for the studies needed in the systematic review is located in a flowchart. Among the most relevant results is that teachers and students consider that implementing gamification in the educational environment significantly contributes to developing and acquiring meaningful learning. About 88% of students and teachers mentioned that they are generally interested in teachers using gamification and developing game dynamics in their classrooms. In conclusion, using these digital tools is essential to improve inclusive education and encourage teachers and students to use didactic strategies and technological tools that draw their attention. Keywords: inclusive education, gamification, and its application, educational strategies, motivation