Implementación de la gamificación en la comprensión de conceptos matemáticos aplicados a la Contabilidad de Tercer Nivel.

Abstract

The present study aimed to evaluate the effectiveness of gamification as an innovative strategy for overcoming challenges in teaching applied mathematics to accounting to Ecuadorian third-level students. Given the prevalence of ineffective traditional methods and negative attitudes toward the subject, the implementation of a fun and dynamic approach based on interactive activities designed on the Moodle platform, which was not used at the institute, was proposed. To determine whether the 15.69% improvement in academic performance observed in the majority of students after implementation was a genuine result and not a product of chance, the concept of statistical significance was used. As explained by Manterola et al. (2008), statistical significance, often assessed using the "p" value, helps discern whether the results of a study are sufficiently probable to not be attributed to random variability. In this case, by applying appropriate statistical tests to the performance data, the 15.69% improvement was determined to be statistically significant (p<0.05), suggesting that the students' increased understanding of key accounting concepts and increased participation in activities were determining factors in the improvement of their academic performance.