<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-3088</journal-id>
<journal-title><![CDATA[Revista Arbitrada Interdisciplinaria Koinonía]]></journal-title>
<abbrev-journal-title><![CDATA[Koinonía]]></abbrev-journal-title>
<issn>2542-3088</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-30882023000400051</article-id>
<article-id pub-id-type="doi">10.35381/r.k.v8i2.2861</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gamificación en el desarrollo del pensamiento crítico de niños de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in the Development of Critical Thinking in Primary Education Children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruíz-Chávez]]></surname>
<given-names><![CDATA[Marleni Noemí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terrones-Marreros]]></surname>
<given-names><![CDATA[Mario Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo La Libertad]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo La Libertad]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<fpage>51</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-30882023000400051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-30882023000400051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-30882023000400051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de la investigación fue examinar los impactos de la aplicación de estrategias gamificadas en el desarrollo del pensamiento crítico en estudiantes de nivel primario. Se llevó a cabo un estudio preexperimental con 39 alumnos de una Institución Educativa ubicada en Trujillo, Perú, comprendiendo 17 estudiantes varones y 22 estudiantes mujeres, cuyas edades oscilaban entre los 8 y 11 años. Se les administró el Cuestionario de Pensamiento Crítico y expuso a un programa gamificado compuesto por 10 sesiones presenciales, cada una con una duración máxima de 260 minutos. Los resultados obtenidos demostraron que la implementación de la gamificación entre el pretest y postest produjo efectos positivos y significativos en el desarrollo del pensamiento crítico de los niños de primaria en todas las áreas evaluadas. Por consiguiente, es posible concluir que el programa empleado permitió a los estudiantes mejorar considerablemente su capacidad para pensar críticamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the research was to examine the impacts of the application of gamified strategies in the development of critical thinking in elementary school students. A pre-experimental study was conducted with 39 students from an Educational Institution located in Trujillo, Peru, comprising 17 male and 22 female students, whose ages ranged from 8 to 11 years old. They were administered the Critical Thinking Questionnaire and exposed to a gamified program composed of 10 face-to-face sessions, each with a maximum duration of 260 minutes. The results obtained showed that the implementation of gamification between pretest and posttest produced positive and significant effects on the development of critical thinking in elementary school children in all the areas evaluated. Therefore, it is possible to conclude that the program employed allowed students to significantly improve their ability to think critically.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Material didáctico]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[experimento educacional.]]></kwd>
<kwd lng="en"><![CDATA[Teaching materials]]></kwd>
<kwd lng="en"><![CDATA[primary schools]]></kwd>
<kwd lng="en"><![CDATA[educational experiments.]]></kwd>
</kwd-group>
</article-meta>
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