Mathematics Gamification for Students with Special Educational Needs: An Inclusive Classroom Experience
DOI:
https://doi.org/10.56200/mried.v4i12.10953Keywords:
gamification, inclusive education, motivation, academic performance, mathematicsAbstract
The study contextualized inclusive education in Ecuador and highlighted the need for innovative methodologies for students with SEN. The objective was to evaluate the effect of gamification on mathematics performance of students with special educational needs not associated with disability, and to analyze its impact on classroom motivation and participation. A quasi-experimental design was applied with 54 students, distributed into an experimental and a control group, using Prodigy and Zearn Math for twelve weeks and two validated instruments. Results showed that the experimental group achieved significant improvements in performance and motivation, with large and moderate effects, while the control group presented minor, non-significant gains. It was concluded that gamification strengthened learning and motivation, contributed to inclusive practices in mathematics, and provided evidence to reduce the gap between educational policy and classroom practice.
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Copyright (c) 2025 Marcelo Fabián Cabrera Jara, Elsa Gabriela Gualpa Cando, Iván Mauricio Pinchevsky Vergara, Carmen del Rocío Calderón Toapanta, Darlin Yosmania Guajala Vargas
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