La gamificación en el ciclo II de Educación Inicial
No Thumbnail Available
Date
2025-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
En el ciclo II del nivel inicial, surge la necesidad de incorporar estrategias innovadoras que promuevan el aprendizaje integral de los niños. En este sentido, la presente investigación titulada “La gamificación en el ciclo II de educación inicial” tiene como objetivo analizar la repercusión de la gamificación en dicho nivel de la EBR. Para ello, la investigación se desarrolló bajo el enfoque cualitativo, con un diseño exploratorio y un tipo de estudio documental, basado en la búsqueda de información en diversas fuentes académicas. Esta se llevó a cabo con la técnica de fichaje con fichas bibliográficas, así como la triangulación de datos a través de una matriz para recolectar, organizar y analizar el contenido. Los hallazgos permitieron identificar los elementos y fases que caracterizan a la gamificación, así como las ventajas pedagógicas que fortalecen el aprendizaje integral y la significancia de la motivación para promover la participación activa. Del mismo modo, se reconocen ciertas limitaciones y desafíos en su implementación, principalmente relacionados con la falta de capacitación docente y la escasa infraestructura en algunos contextos educativos.
In Cycle II of the initial level (ages 3–6), the need arises to incorporate innovative strategies that promote the comprehensive learning of children. In this regard, the present research titled “Gamification in Cycle II of Early Childhood Education” aims to analyze the repercussions of gamification at this level of Basic Regular Education (EBR). To this end, the research was developed under the qualitative approach, with an exploratory design and a documentary study type, based on the search for information in diverse academic sources. This was carried out using the filing technique with bibliographic cards, as well as the data triangulation through a matrix to collect, organize, and analyze the content. The findings allowed for the identification of the elements and phases that characterize gamification, as well as the pedagogical advantages that strengthen comprehensive learning and the significance of motivation in promoting active participation. Likewise, certain limitations and challenges in its implementation are recognized, mainly related to the lack of teacher training and the limited infrastructure in some educational contexts.
In Cycle II of the initial level (ages 3–6), the need arises to incorporate innovative strategies that promote the comprehensive learning of children. In this regard, the present research titled “Gamification in Cycle II of Early Childhood Education” aims to analyze the repercussions of gamification at this level of Basic Regular Education (EBR). To this end, the research was developed under the qualitative approach, with an exploratory design and a documentary study type, based on the search for information in diverse academic sources. This was carried out using the filing technique with bibliographic cards, as well as the data triangulation through a matrix to collect, organize, and analyze the content. The findings allowed for the identification of the elements and phases that characterize gamification, as well as the pedagogical advantages that strengthen comprehensive learning and the significance of motivation in promoting active participation. Likewise, certain limitations and challenges in its implementation are recognized, mainly related to the lack of teacher training and the limited infrastructure in some educational contexts.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Gamificación, Educación inicial, Motivación, Estrategia pedagógica