A Gamification experience in the teaching-learning of function limits in high school students

Abstract

The entrenched traditional approach to mathematics education remains steadfast, impeding the exploration and implementation of innovative pedagogical methods. This stagnation not only constrains the evolution of teaching strategies but also imposes significant repercussions on students’ academic achievements, preventing them from realizing their utmost potential. To confront this issue head-on, the study aimed to scrutinize the potential of gamification in ameliorating the academic performance of second-year students enrolled in Unified General Baccalaureate programs, with a particular focus on mastering the intricacies of calculating function limits. Employing a positivist framework and adopting a descriptive, quantitative methodology, the research embarked upon crafting a pedagogical blueprint that seamlessly integrated gaming elements into the consolidation phase of classroom instruction. By gauging students’ perceived levels of satisfaction and discerning its correlation with academic outcomes, the investigation sought to unveil the efficacy of gamification as a transformative educational tool. In delving deeper into the findings, the study illuminates the pivotal role of students’ experiential narratives in shaping the contours of effective teaching strategies. While the majority of participants traversed the gamified terrain with gusto, reporting heightened levels of enjoyment and fostering creative ideation, a minority encountered stumbling blocks, characterized by feelings of unease and disillusionment. This nuanced delineation underscores the imperative of curating pedagogical experiences that strike a delicate balance between challenge and accessibility, catering to the diverse learning tempos and idiosyncratic predilections of the student cohort. In essence, the research not only underscores the imperative of transcending traditional pedagogical paradigms but also underscores the transformative potential of integrating gamified elements into instructional practices, heralding a paradigm shift in mathematics education that prioritizes student engagement, empowerment, and holistic academic advancement.