Didactic strategy of gamification mediated by Educaplay for the teaching of multiplication in fourth grade of primary education

Abstract

The Introduction: In the teaching of multiplication in fourth grade, difficulties persist associated with the use of traditional methods that do not facilitate learning, which is why this study proposes a gamification strategy mediated by Educaplay to address the diagnosed difficulties. Materials and Methods: with a mixed approach, four phases were carried out: diagnosis through pretest evaluation in three groups, interviews with six teachers, and documentary analysis; design of the strategy through modeling; implementation of three gamified activities monitored with six indicators; and comparative assessment of diagnostic and formative evaluations along with interviews with five experts. Results: in the pretest, more than 50% of students did not reach the required learning level, while after applying the strategy, 65.2% mastered multiplication and no student fell below the expected levels, demonstrating substantial progress. Discussion: experts valued the strategy as necessary for solving the diagnosed difficulties and the results of its use. Conclusions: the strategy organized in phases and actions offers a clear path to gamifying multiplication in Basic General Education; the intervention demonstrated effectiveness, and it is recommended to strengthen teacher training in gamification and explore the integration of other digital tools.