Gamification strategies for understanding biological concepts in first-year high school students
DOI:
https://doi.org/10.69821/constellations.v2i1.7Keywords:
educational gamification, experiential learning, pedagogical strategies, student motivation, teaching innovationAbstract
In the context of high school education, teaching Biology faces significant challenges in maintaining student interest. To address this issue, gamification has emerged as a promising pedagogical strategy. The objective of the research was to analyze how the implementation of gamification strategies influences the understanding of biological concepts among first-year high school students at the "Alborada" Educational Unit. A mixed-methods approach with a descriptive post-test design was used, involving 24 students and 4 Biology teachers. Data were collected through interviews with teachers, classroom observations, and post-test analysis. The results indicated an increase in correct responses following the application of gamified strategies. Teachers observed higher student engagement and an improvement in the understanding of concepts. However, the effectiveness of gamification varied depending on the context, highlighting the need to adapt strategies to the specific educational environment. Although gamification proved to be an effective tool for enhancing biological understanding and increasing motivation, its success depends on careful adaptation and ongoing evaluation to maximize its benefits and overcome associated challenges.
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