Sistema de actividades de gamificación para la atención de estudiantes con déficit atencional de 5to. año de educación básica

Giovanny Francisco  Montoya Torres; Lila Patrícia  Villavicencio Ovando; Nelly  Hodelyn Amable

doi:10.51736/sa.v7iEspecial 2.224

Authors

Giovanny Francisco Montoya Torres Universidad Bolivariana del Ecuador, Durán, Ecuador https://orcid.org/0009-0001-0624-2620
Lila Patrícia Villavicencio Ovando Universidad Bolivariana del Ecuador, Durán, Ecuador https://orcid.org/0009-0001-0616-3252
Nelly Hodelyn Amable Universidad Bolivariana del Ecuador, Durán, Ecuador https://orcid.org/0009-0007-1499-130X

DOI:

https://doi.org/10.51736/sa.v7iEspecial%202.224

Keywords:

gamification, attentional deficit, basic education, student attention, innovative pedagogical strategies.

Abstract

Attention in the contemporary educational environment has acquired a fundamental importance for the academic performance and integral development of students. This study set out to design and evaluate a Gamification Activity System specifically conceived for fifth-year elementary school students with attention deficit. The research was carried out at the fiscomisional school of basic education Mercedes Navarrete, with a sample of 20 students and three teachers. A quasi-experimental experimental design of a single pretest-posttest group was implemented, complemented with teacher interviews and validation by expert criteria. The standardized instruments used included the Test of Concentrated Attention and the Attention and Concentration Scale. The results revealed significant improvements in student attention, supporting the effectiveness of the Gamification Activity System. Despite the positive reception, areas for improvement were identified in the variety of activities and the integration of multimedia elements. These findings underscore the relevance of adaptive pedagogical strategies, especially in the context of attentional deficit, providing valuable contributions to the academic field and highlighting gamification as a promising approach to address the complexities of attention in the educational environment.

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