Nowadays the use of technological tools determines an important factor in virtual education since, to promote significant learning in the student, it is necessary that he/she is interested, entertained, and motivated. For this, the teacher must use innovative strategies such as gamification together with technology as a support instrument in the teaching-learning process. The research was carried out at La Providencia School, with 30 students of sixth EGB (General Basic Education) grade with the objective of determining the contribution that this tool provides in teaching mathematics. Experimental research was applied with a quantitative approach through the application of structured questionnaires validated by Cronbach’s alpha statistic, in addition to the application of the Technological Acceptance Model (TAM) to verify the user’s acceptance or rejection of new technology. The validation of the hypothesis was carried out using the Friedman Chi-square statistic applied to the 4 most relevant questions to determine which hypothesis to accept and finally to check with the Kolmogorov Smirnov (KS) statistic. The results were favorable in the investigation since it can be evidenced that the students accepted these teaching resources, in this way it is concluded that Nearpod as a gamification tool improves the teaching of mathematics, promoting participation collaborative work, and inclusion; allowing the teacher to develop a different class where the student has active participation. (Abstract)
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Espin et al. (2022) studied this question.
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