La influencia de la gamificación en la motivación de los estudiantes del espectro autista de primero y segundo medio para el aprendizaje de la física
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Universidad Metropolitana de Ciencias de la Educación
Abstract
La presente investigación analiza el impacto de la gamificación en la motivación de estudiantes con Trastorno del Espectro Autista (TEA) de primero y segundo medio en el aprendizaje de la Física. Se fundamenta en distintas teorías de la motivación para comprender cómo el uso de estrategias lúdicas puede influir en el compromiso y la participación activa de los estudiantes.
A través de una metodología mixta, se aplicaron instrumentos cuantitativos y cualitativos para evaluar los efectos de la intervención gamificada. Los resultados evidenciaron un aumento en la motivación y una mejora en la percepción del aprendizaje, destacando la importancia de adaptar las estrategias pedagógicas a las necesidades de estudiantes neurodivergentes.
Se concluye que la gamificación constituye una herramienta efectiva para fomentar un aprendizaje significativo en estudiantes TEA, siempre y cuando se cumplan ciertas adaptaciones y consideraciones mínimas para que esta metodología no sea contraproducente.
Abstract This research analyzes the impact of gamification on the motivation of students with Autism Spectrum Disorder (ASD) in first- and second-year high school physics learning. It is based on various motivation theories to understand how the use of playful strategies can influence students' engagement and active participation. Through a mixed-method approach, both quantitative and qualitative instruments were applied to assess the effects of the gamified intervention. The results showed an increase in motivation and an improvement in the perception of learning, highlighting the importance of adapting pedagogical strategies to the needs of neurodivergent students. It is concluded that gamification is an effective tool for fostering meaningful learning for ASD students, provided that certain adaptations and minimum considerations are met to prevent this methodology from being counterproductive.
Abstract This research analyzes the impact of gamification on the motivation of students with Autism Spectrum Disorder (ASD) in first- and second-year high school physics learning. It is based on various motivation theories to understand how the use of playful strategies can influence students' engagement and active participation. Through a mixed-method approach, both quantitative and qualitative instruments were applied to assess the effects of the gamified intervention. The results showed an increase in motivation and an improvement in the perception of learning, highlighting the importance of adapting pedagogical strategies to the needs of neurodivergent students. It is concluded that gamification is an effective tool for fostering meaningful learning for ASD students, provided that certain adaptations and minimum considerations are met to prevent this methodology from being counterproductive.