Educational Technology in Mathematics Learning

The pedagogical landscape of Mathematics within educational programs for young people, adults and older adults with incomplete formal schooling faces significant challenges due to the use of traditional methodologies that, in many cases, are not very motivating and limit the understanding of key concepts. The lack of innovative teaching resources and the limited active participation of students generate mechanical and decontextualized learning, which negatively impacts their academic performance and interest in the subject. In this context, the general objective of this study was to determine the contribution of gamification to the mathematics learning process of first year accelerated high school students at Quisapincha High School. To achieve this, a mixed approach methodology (quantitative and qualitative) was implemented, with a pre-experimental and longitudinal applied design, which allowed the evaluation of changes in learning before and after the intervention. The sample consisted of 20 students who participated in sessions where gamification elements such as rewards, challenges and interactive dynamics for learning mathematics were incorporated. The results showed that gamification contributes significantly to student learning, since an increase in motivation, active participation and understanding of mathematical concepts was observed. After the intervention, the students showed improvements in problem-solving, greater confidence in their abilities and a more positive attitude toward the subject. These findings support the effectiveness of gamification as an innovative strategy that can optimize the teaching–learning process in populations with incomplete formal schooling, promoting meaningful learning adapted to their needs.