Revisión sistemática y metaanálisis sobre estrategias de gamificación para el aprendizaje numérico y aritmético en educación primaria

• Antonia Varas-Pavez ^[1] ; Felipe Sepúlveda ^[2] ; Christian Peake ^[3]
  1. [1] Queensland University of Technology

     Queensland University of Technology

     Australia

     
  2. [2] Universidad Católica de la Santísima Concepción

     Universidad Católica de la Santísima Concepción

     Comuna de Concepción, Chile

     
  3. [3] Universidad Diego Portales

     Universidad Diego Portales

     Santiago, Chile

     

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• Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 38, Nº. 1, 2026, págs. 7-34
• Idioma: español
• Títulos paralelos:
  • Systematic review and meta-analysis of gamification strategies for numeracy and arithmetic learning in primary education
• Enlaces
  • Texto completo
• Resumen
  • español

    La importancia de asegurar el aprendizaje matemático en edades tempranas y las evidencias de su relación con factores emocionales del aprendizaje han aumentado, pero la autovaloración y el interés por aprender parecen disminuir. Frente a esta problemática, la gamificación surge como una estrategia sugestiva a responder a ambas inquietudes: el dominio del contenido y el estado emocional del estudiantado frente al aprendizaje. En esta revisión se realizó un análisis de artículos académicos que evidencian el uso de intervenciones gamificadas en investigaciones experimentales enfocadas en el aprendizaje de habilidades numéricas iniciales y operaciones aritméticas básicas. A través de una rigurosa revisión por pares fueron seleccionados 12 artículos, de los cuales 10 fueron sometidos a un metaanálisis, resultando el uso de elementos de la gamificación como una estrategia con un impacto positivo y significativo para el aprendizaje numérico y aritmético en edades tempranas. Además, la estrategia se relacionó con mejoras en la motivación y disposición a participar, generando un ambiente propicio para el aprendizaje.

  • English

    The importance of ensuring mathematical learning at an early age and the evidence of its relationship with emotional learning factors has grown, but self-assessment and interest in learning seem to decrease. Given this challenge, gamification emerges as a suggestive strategy to address both concerns: proficiency of content and the emotional condition of students about learning. This review conducted an analysis of academic articles that demonstrate the use of gamified interventions in experimental research focused on early numerical skills and basic arithmetic operations. Through a rigorous peer review process, 12 articles were selected, of which 10 underwent meta-analysis, resulting in the use of gamification elements as a strategy with a significant positive impact on early numeracy and arithmetic learning. Furthermore, this strategy was associated with improvements in motivation and willingness to participate, creating a conducive learning environment.

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