Abstract

ESPINOZA GAONA, Daniel Isaac; FIERRO PITA, Betty Sofía  and  ZUNIGA MOSQUERA, César Omar. Relationship between gamification and the development of critical thinking skills in experimental physics. Revista InveCom [online]. 2025, vol.5, n.3, e050320.  Epub Mar 11, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14172018.

Gamification refers to the incorporation of game elements and dynamics in educational contexts and other non-game environments, such as teaching. The purpose of this research was to analyze the relationship between gamification and the development of critical thinking skills in the teaching of experimental physics. No significant correlation was found between the perception of a subject as dynamic and entertaining and increased motivation to actively participate in the course. On the other hand, students who considered the subject to be neither dynamic nor entertaining tended to show a lack of motivation, while those who perceived the subject as more engaging and dynamic tended to feel more motivated. This highlights the importance of creating a dynamic learning environment to encourage more active student participation.

Keywords : motivation; dynamism; participation.

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