Analysis on the Use of Gamification in Mathematics in Primary education: A Literature Review

• Sánchez-Arévalo, Blanca M. ^[1] ; Valenciano-Valcárcel , Javier ^[1] ; Fernández-Cézar, Raquel ^[1]
  1. [1] Universidad de Castilla-La Mancha

     Universidad de Castilla-La Mancha

     Ciudad Real, España

     
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 14, Nº. 1, 2025 (Ejemplar dedicado a: February), págs. 30-55
• Idioma: español
• DOI: 10.17583/redimat.16133
• Títulos paralelos:
  • Análisis sobre el uso de la Gamificación en Educación Matemática en Primaria: Una Revisión de la Literatura
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La gamificación se presenta en la literatura como un método prometedor en educación para la mejora del rendimiento académico, el compromiso y la motivación del alumnado. En el área de matemáticas, este método se introduce como una forma de mejorar el aprendizaje y la percepción de la materia. En la literatura se diferencia entre gamificación superficial, profunda y total, entendiendo que estas no afectarían de igual manera a la motivación del alumnado, y por tanto, a su aprendizaje. Por ello, el objetivo de este trabajo es determinar el tipo de gamificación que se ha empleado en los estudios que llevan a cabo una intervención de gamificación con estudiantes de Educación Primaria en el área de matemáticas a través de una revisión sistemática. Los resultados muestran que gran parte de las intervenciones aplican gamificación superficial, y que esta supone un mero cambio de soporte en el desarrollo de la metodología tradicional.

  • English

    Gamification is presented in the scientific literature as a promising method in education for improving academic performance, student engagement and scholars’ motivation. In the field of mathematics, this method is introduced as a way to enhance learning and perception of the subject. In the literature, it is distinguished between shallow, deep and total gamification, understanding that the use of one or another would not evenly affect student motivation and, therefore, their learning process. This is what settles the aim of this study, which is to provide a clearer understanding of how gamification in mathematics is being implemented in schools. Furthermore, the objective is to determine the most common type of gamification employed in studies that carry out gamification interventions with primary education students in the field of mathematics through a systematic review. The results show that a significant part of the interventions are of shallow nature, and that the gamification used in the analyzed studies merely represents a change of the support in the development of still a traditional approach.

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