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ALTERIDAD.Revista de Educación

On-line version ISSN 1390-8642Print version ISSN 1390-325X


MALVASI, Viviana  and  RECIO-MORENO, David. Perception of gamification strategies in Italian secondary school. Alteridad [online]. 2022, vol.17, n.1, pp.50-63. ISSN 1390-8642.

Gamification is projected as a challenge for innovation in educational contexts. In recent years, ga-mified didactic proposals have been developed to support the acquisition of the curricular contents of the subjects. This research aims to make a diagnosis of the level of application of gamification as a didactic strategy in the area of mathematics, based on the perception of teachers and students of se-condary schools in Italy. A multi-case study is chosen, which combines quantitative and qualitative techniques, with an exploratory-correlational scope. The data was collected through the questionnai-re, completed by 4,845 students, and in-depth interviews with 12 teachers. It was found that the stu-dents hardly perceived the use of games, analogue or digital, by the teaching staff. The teachers indi-cate that they have knowledge of games to facilitate the learning of mathematical concepts. Students do not perceive that gamification didactic strategies are applied consciously. The teaching team claims to use incentives, prizes, and rewards. At the same time, they claim to have little knowledge about gamification and its possibilities. Gamification is attractive as a didactic approach to teaching mathematics. In this sense, the need to offer solid training that establishes the foundations of the ga-me, gamification and the opportunities it offers for the design of learning experiences and game sce-narios is highlighted.

Keywords : Gamification; didactic strategies; teaching math; secondary education; learning processes; teaching methods.

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