Estrategia psicopedagógica basada en la gamificación para el fortalecimiento del rendimiento académico de los estudiantes de educación básica media en la escuela de educación básica Dolores Veintimilla de Galindo en el periodo 2025 - 2026.

This research was developed to address the need to implement active methodologies that strengthen academic performance in elementary school students, given the low levels of motivation and engagement observed in the school context. The general objective was to design a psychopedagogical strategy based on gamification to strengthen the academic performance of students at the Dolores Veintimilla Elementary School in Galindo during the 2025–2026 period. The study followed a qualitative approach, with a descriptive and non-experimental design, using data collection techniques such as student grade analysis, semi-structured interviews with teachers and a psychopedagogy expert, and validation through expert judgment. The results showed that gamification fostered active participation, intrinsic motivation, and meaningful learning, which was reflected in a progressive improvement in attention, comprehension, and completion of school activities. Likewise, it was found that verbal recognition, progressive challenges, and collaborative work increased student engagement, while factors such as family support and teacher willingness directly influenced the effectiveness of the innovative methodologies. The proposal, titled "Academic Mission by Areas of Knowledge," was validated as a viable and relevant alternative, integrating contextualized playful dynamics in the core areas, transforming the classroom into a motivating, inclusive space oriented toward students' comprehensive development.

• Autor principal: Fonseca Villamar, Adriana Carolina (author)
• Format: bachelorThesis
• Idioma: spa
• Publicat: 2025
• Matèries: Aprendizaje significativo; Estrategia psicopedagógica,; Gamificación; Rendimiento académico
• Accés en línia: https://repositorio.uteq.edu.ec/handle/43000/9087