Gamification, Higher Middle Education and Covid-19: An intervention to the subject of Chemistry I

Abstract

The purpose of this article was to implement the gamification model in high school students who took the subject of Chemistry I, at CBTis No. 144 in a time of confinement due to Covid-19. This research was carried out from a quasi-experimental quantitative approach, using the pretest-posttest design with one group; In this design, a pre-test (O) was applied to a group of students, then the treatment (X) and finally the post-test (O). In order to verify the hypothesis raised, which established that the teaching and learning process requires the application of techno-pedagogical strategies and tools such as gamification, to increase motivation and commitment in students, and thus observe an improvement in achievement academic. The results showed that when gamifying with the Classcraft platform, students were motivated, engaged, held responsible, had fun, among other benefits, with respect to academic achievement, no significant change was observed. On the other hand, the importance of considering the context where the gamification model will be implemented was also established.