El aprendizaje basado en juegos en la enseñanza de la matemática: Caso Ecuador.

Abstract

Game-Based Learning (GBL) is increasingly being recognized as an effective pedagogical strategy for mathematics education, due to its capacity to foster active learning environments characterized by social interaction, cooperation, and meaningful engagement. This research emerged from the application of GBL in school settings, adopting a quantitative framework with a non-experimental, descriptive-comparative, cross-sectional, and field-based design. The study involved students from eighth and ninth grade in a faith-based educational institution in the city of Manta, Ecuador, with a sample of 102 participants aged between 12 and 14, equally distributed by gender (51 female and 51 male), based on informed consent. The findings revealed categorical differences according to grade, age, and gender. Notably, male students exhibited higher levels of game-related self-efficacy and a greater predisposition towards competition. These results highlight the importance of incorporating a gender-sensitive approach to promote more inclusive and motivating learning environments capable of transforming attitudes towards mathematics.