Gamification as a strategy to improve academic performance in the Inorganic Chemistry laboratory

Abstract

Educational system is constantly updated by incorporating new teaching strategies and tools. In this sense, gamification is a strategy that has gained relevance and whose objective is to strengthen the teaching-learning process through the use of recreational activities. It is precisely its playful nature that can improve understanding and thus promote meaningful learning. The objective of this research was to evaluate whether the use of gamification within the Inorganic Chemistry Laboratory improves the academic performance of university students. A methodology with a quantitative approach, quasi-experimental experimental design, was used. Two groups of second-year university students were managed, one control and the other experimental. Finally, a survey was applied to find out their perception regarding the use of gamification. The results showed that the use of gamification significantly improves the student’s academic performance. On the other hand, their perception regarding the use of this strategy was favorable since they believe it improves their interest and facilitates their learning. It was concluded that gamification is a viable educational strategy to be used within the laboratory to improve the academic performance of students.