The effects of Gamification on inorganic chemistry learning

Abstract

Chemistry learning in the educational scenario is sometimes complex for students since using formulas, and specialized language makes them not reach the learning objectives and goals. The traditionalist teaching methods and didactic resources educators use do not contribute to the appropriation of knowledge in this discipline. Therefore, this study aims to strengthen the knowledge about the nomenclature of oxides in ninth-grade students of Silvestre Arenas school through integrating gamification as a learning strategy. The study was oriented from the mixed approach with quantitative and qualitative methodologies, the scope is descriptive, and the design is pre-experimental. Based on the didactic intervention, it was possible to establish that the linking of gamification allowed students to present significant improvements in their learning. Therefore, school performance in chemistry is closely related to the methods and didactics that the teacher integrates into his pedagogical praxis.