Gamification in the Development of Critical Thinking in Primary Education Children

Authors

  • Marleni Noemí Ruíz-Chávez Universidad César Vallejo, Trujillo, La Libertad, Perú https://orcid.org/0000-0002-2089-1061
  • Mario Andrés Terrones-Marreros Universidad César Vallejo, Trujillo, La Libertad, Perú

DOI:

https://doi.org/10.35381/r.k.v8i2.2861

Keywords:

Teaching materials, primary schools, educational experiments, (UNESCO Thesaurus)

Abstract

The objective of the research was to examine the impacts of the application of gamified strategies in the development of critical thinking in elementary school students. A pre-experimental study was conducted with 39 students from an Educational Institution located in Trujillo, Peru, comprising 17 male and 22 female students, whose ages ranged from 8 to 11 years old. They were administered the Critical Thinking Questionnaire and exposed to a gamified program composed of 10 face-to-face sessions, each with a maximum duration of 260 minutes. The results obtained showed that the implementation of gamification between pretest and posttest produced positive and significant effects on the development of critical thinking in elementary school children in all the areas evaluated. Therefore, it is possible to conclude that the program employed allowed students to significantly improve their ability to think critically.

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Published

2023-08-15

How to Cite

Ruíz-Chávez, M. N., & Terrones-Marreros, M. A. (2023). Gamification in the Development of Critical Thinking in Primary Education Children. Revista Arbitrada Interdisciplinaria Koinonía, 8(2), 51–66. https://doi.org/10.35381/r.k.v8i2.2861

Issue

Vol. 8 No. 2 (2023): Edición Especial 2. 2023

Section

De Investigación

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Copyright (c) 2023 Marleni Noemí Ruíz-Chávez, Mario Andrés Terrones-Marreros

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