Impact of Gamification on Mathematics Learning in Ecuadorian Higher Education: A Mixed-Methods Study on Motivation and Academic Performance

Abstract

Gamification has established itself as an innovative strategy in higher education, particularly in the teaching of mathematics, with the aim of strengthening the skills and competencies of university students. In the Ecuadorian context, mathematics education faces the challenge of capturing and maintaining students’ attention, promoting meaningful and lasting learning. This strategy combines playful elements typical of games, such as competition, cooperation, and rewards, with academic objectives, seeking to motivate students and improve their performance. Various tools are used for its implementation, including digital platforms, interactive simulators, and serious games that facilitate the understanding of complex concepts. Gamification has been shown to increase intrinsic motivation, improve attitudes towards the subject, and encourage active participation in the educational process, although its effectiveness depends on pedagogical design and the institutional context. The research was conducted under a positivist approach and employed a mixed methodology, combining quantitative and qualitative analyses to obtain a comprehensive view of the phenomenon. Measurable data on academic performance were collected, and the perceptions and experiences of students and teachers were explored. This study focused on evaluating how gamification can overcome educational barriers and enhance mathematical competencies in university settings with technological and pedagogical limitations, thereby contributing to the improvement of educational quality and the holistic development of students.