Gamification in the Teaching-Learning Process of Computer Science in Technical High Schools in Ecuador.

Abstract

The integration of playful strategies in education emerges as an innovative and effective approach to enhancing the teaching-learning process. This study examines the impact of these strategies in technical high school computer science programs, aiming to assess their influence on students' academic performance and educational experience. A mixed-methods approach is employed, combining quantitative and qualitative techniques through a pilot study that incorporates role-playing, simulations, and interactive activities. Data collection is conducted via surveys and interviews to analyze the perception and impact of these methodologies on both students and teachers. The findings reveal significant improvements in academic performance, motivation, and engagement with learning, as well as increased participation, classroom collaboration, and the development of key socio-emotional skills. Both students and teachers report high satisfaction with the implementation of playful strategies, highlighting their effectiveness in enriching the educational experience in technical high school computer science programs. In conclusion, this study underscores the importance and potential of playful strategies in education, particularly in technical fields such as computer science, emphasizing the need to continue exploring their application to enhance learning and better prepare students for future challenges.