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Integration of gamification into the
andragogical process of the physics area for
intensive evening high school students
Integración de la gamificación en el proceso
andragógico del área de física para estudiantes nivel
bachillerato nocturno intensivo
Diana Pinos - Maldonado
Universidad Nacional Educación, UNAE
karolina.pinos@educacion.gob.ec
https://orcid.org/0009-0002-0359-9381
Diana Cevallos-Benavides
Universidad Indoamérica Quito, Ecuador
Maestría en Educación mención Innovación y Liderazgo Educativo
dcevallos9@indoamerica.edu.ec
https://orcid.org/0000-0002-5924-5737
(Received on: 22/07/2025; Accepted on: 25/08/2025; Final version received on: 13/01/2026)
Suggested citation: Pinos- Maldonado D. y Cevallos-Benavides, D. (2026). Integration of
gamification into the andragogical process of the physics area for intensive evening high
school students. Revista Cátedra, 9(1), 146-169.
Abstract
This research analyzes the low academic performance, lack of motivation, and limited
participation of adult and senior citizens with incomplete schooling in the Physics course
within the intensive evening high school program. This problem is crucial, as it affects a
traditionally excluded group whose education is vital for their personal and social
development. Classical teaching strategies have proven insufficient to achieve meaningful
learning and active participation in this andragogical context. The central proposal consists
of incorporating gamification into the teaching process, based on the characteristics of adult
learning. To make the teaching of complex concepts, such as density, dynamic game
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elements and specific digital platforms (Websim and Spatial) were used. The methodology
employed is a mixed-methods approach, based on the Sequential Exploratory Design
(DEXPLOS) model, integrating qualitative analysis (interviews and observation sheets) and
quantitative analysis (satisfaction surveys). The study was conducted with students and
educators in the intensive evening program in the city of Azogues, Ecuador. Among the main
results, a significant improvement was observed in motivation, conceptual understanding,
active participation in the classroom, collaborative work, and the development of critical
thinking. Contextualized and accessible gamification proved capable of transforming the
teaching and learning process, fostering meaningful and resilient knowledge. This proposal
represents an inclusive and replicable alternative for optimizing the teaching of Physics in
vulnerable contexts.
Keywords
Andragogy, academic performance, gamification, and motivation.
Resumen
La presente investigación analiza el bajo rendimiento escolar, la escasa motivación y la
limitada participación de estudiantes adultos y adultos mayores con escolaridad inconclusa
en la asignatura de Física, dentro del bachillerato intensivo nocturno. Esta problemática es
crucial, pues afecta a un grupo tradicionalmente excluido, cuya formación educativa es vital
para su desarrollo personal y social. Las estrategias didácticas clásicas han demostrado ser
insuficientes para lograr un aprendizaje significativo y una participación activa en este
contexto andragógico. La propuesta central consiste en incorporar la gamificación en el
proceso de enseñanza, tomando como base las características del aprendizaje adulto. Para
dinamizar la enseñanza de conceptos complejos, como la densidad, se utilizaron elementos
de juego y plataformas digitales específicas (Websim y Spatial). La metodología empleada
es de enfoque mixto, bajo el modelo Diseño Exploratorio Secuencial (DEXPLOS), integrando
análisis cualitativo (entrevistas y fichas de observación) y cuantitativo (encuestas de
satisfacción). La aplicación se realizó con estudiantes y educadores de la sección nocturna
intensiva en la ciudad de Azogues-Ecuador. Entre los principales resultados, se evidenció
una mejora significativa en la motivación, la comprensión conceptual, la participación activa
en el aula, el trabajo colaborativo y el desarrollo del pensamiento crítico. La gamificación
contextualizada y accesible demostró ser capaz de transformar el proceso de enseñanza-
aprendizaje, fomentando un conocimiento significativo y resiliente. Esta propuesta
representa una alternativa inclusiva y replicable para optimizar la enseñanza de la Física en
contextos de vulnerabilidad.
Palabras clave
Andragogía, desempeño académico, gamificación y motivación.
1. Introduction
This research is the result of thesis work, focusing on relevant aspects of Gordon-Salcedo
and Noguera-Vásconez (2018). The analysis of gamification integration stems from the
deficit in academic performance, lack of motivation, and limited active participation of adult
and senior citizens with incomplete schooling who, for various reasons, have been unable
to finish their studies, constituting a vulnerable group in the andragogical educational
process. Gamification has positioned itself as an innovative and revolutionary strategy in
education, especially in the training of this population group. According to Franco-Segovia,
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the integration of this methodology into the andragogical process seeks to enhance student
motivation, performance, and participation, particularly in Physics, considered a complex
subject. This strategy is based on the use of game elements in educational contexts to
optimize learning (Franco-Segovia, 2023, p. 846). This application of gamification not only
facilitates the understanding of abstract physics concepts but also fosters critical thinking,
collaborative participation, and the comprehensive development of cognitive skills in adult
learners.
Andragogy is not just an educational process; it encompasses lifelong learning. It is aimed
at adult students who work and have various obligations, and who are parents with diverse
needs, seeking active and participatory learning in the educational and social spheres. This
is why there is a need to integrate new teaching and learning methodologies for both
teachers and students (Caraballo-Colmenares, 2007). Knowles et al., for their part, state that
andragogy offers fundamental principles that allow for the design and implementation of
more effective educational processes (2001). This context refers to the particularities of the
learning situation and, therefore, is applicable to different adult education contexts,
promoting methodological change in educational institutions, especially those serving
vulnerable groups. Zambrano et al. indicate that gamification is also known as ludification,
playfulness, and gameification; all these terms refer to the use of game mechanics,
strategies, and processes within an activity (2020). In this sense, the sole purpose of
gamification is to generate student engagement and motivation that facilitates the
improvement of educational environments. This integrated perspective not only analyzes
educational contexts from a playful viewpoint but also provides opportunities to enhance
andragogical learning. By including playful dynamics, the approach goes beyond simply
relating content and promotes emotional and social growth by addressing the respective
challenges of daily life.
On the other hand, Angell et al. state that conventional physics teaching is based on
traditional techniques that, despite having been effective in the past, do not always manage
to capture students' attention or promote the practical application of the knowledge learned
(2004). Since Physics is a complex discipline, it is essential to capture students' attention
during class. For this reason, gamification emerges as a key option that focuses on
transforming complex academic topics into dynamic, engaging, and motivating experiences,
facilitating not only the understanding of concepts but also the development of skills. This
study also emphasizes exploring the contribution of gamification and the development of
cognitive abilities to the academic performance of high school students.
It is worth noting that integrating gamification can present several challenges, such as
resistance to change and the digital divide among both teachers and students, a lack of
resources, and the need for ongoing, progressive training to ensure the proper integration
of new methodologies, among others. Alongside the integration of these methodologies,
according to Ayala, the scarcity of technological resources should be taken into account, as
this can be a limiting factor for access to interactive platforms and gamification systems
suitable for teaching. Therefore, technological availability can be a key facilitator for
accessing innovative methodologies such as gamification, which can also be used in
different areas of the teaching process (Ayala-Escudero, et al., 2024).
In this regard, it is worth emphasizing that the use of gamification in the educational process
can enhance student interest when properly designed from an educational approach that
aligns with the student's pedagogical needs. However, despite the strategies implemented
and resources allocated, many students continue to face significant learning gaps in the
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subject. These difficulties contribute to low academic performance and a lack of motivation
for active participation in the educational environment. Thus, the use of well-structured
game-based activities could be an effective change in their academic process, especially in
Physics, which is considered a complex subject.
Furthermore, the application of active methodologies such as gamification can develop soft
skills that are considered important for collaborative problem-solving, problem-solving,
and critical thinking in our students. This research aims to answer the following question:
How could the integration of an andragogical model based on gamification contribute to the
learning, motivation, and development of critical thinking skills in high school students in
the evening program in the area of Physics? This approach invites reflection on the positive
contributions that the integration of this methodology could generate in the classroom. Its
constructivist principle implies not only technical mastery of the digital tools used, but also
the need for a teaching model that facilitates the active construction of knowledge.
Furthermore, it raises the need to analyze ways to reduce the existing challenges that hinder
its effective application.
According to Alonso-García et al., there are several factors that can delay the
implementation of the proposal, such as a lack of teacher training, resistance to change in
the use of gamified platforms, and resistance to methodological change. These represent
significant barriers to teaching and applying new methodologies in andragogical
environments. Therefore, it is necessary to develop pedagogical models that incorporate
gamification in a structured way and ensure its alignment with the foundations of adult
learning and the curricular objectives of Physics. At the same time, teachers' competence in
facilitating and monitoring this learning will also support its effective development (Alonso-
García et al., 2021) to face the challenges of the contemporary world with a critical and
creative attitude. The objective is to analyze the motivational contribution to the
andragogical process of third-year high school students in the area of Physics when
gamification is integrated, thus opening the possibility of implementing and designing a
didactic proposal in the future that incorporates game elements to improve this emotional
factor and, consequently, conceptual learning and active student participation.
Certain public educational institutions are interacting within a new ecosystem whose axes
are technology, digitalization, and innovation. However, those institutions offering
educational programs for young people, adults, and older adults with incomplete schooling
face challenging situations such as limited interest in and collaboration with digital
practices, a lack of resources, and insufficient support for innovative educational
methodologies (Rodríguez-Laz & Rodríguez-Álava, 2024). Therefore, the effective
integration of gamification with constructivist principles in educational programs for adults
and older adults with incomplete schooling presents a multifaceted challenge. This type of
teaching not only requires technical mastery of the digital tools used but also a model that
facilitates the active construction of knowledge (Alonso-García et al., 2021). Within the
constructivist framework, learning is enhanced as students autonomously engage in
meaningful, contextualized, and emotionally stimulating environments.
Similarly, the lack of teacher training, resistance to change in the use of gamified platforms,
and resistance to methodological change pose significant barriers to teaching and applying
new methodologies for implementation in andragogical environments (Navarro et al.,
2021). Therefore, it is necessary to develop pedagogical models that incorporate
gamification in a structured way and ensure its alignment with the foundations of adult
learning and the curricular objectives of Physics. At the same time, teachers' competence in
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facilitating and monitoring learning will also support its effective development (Alonso-
García et al., 2021) to face the challenges of the contemporary world with a critical and
creative attitude.
According to Martínez-Cortes and Parrales-Loor, economic and social factors, health
conditions, family problems, geographic displacement, and a lack of educational resources
present obstacles for individuals with incomplete schooling in resuming their education
(2024). This situation significantly limits their employment opportunities, perpetuating
poverty and inequality within society. Muñoz-Ortiz et al. warn that educational exclusion
not only affects students' personal and professional development but also has negative
repercussions for the national economy (Muñoz-Ortiz et al., 2023). It is essential to
implement public policies that address these barriers and promote safe and accessible
educational inclusion.
To analyze the results obtained, a pedagogical proposal based on the Analysis, Design,
Development, Implementation, and Evaluation (ADDIE) model is suggested for integrating
gamification into the andragogical process of Physics. This proposal is aimed at high school
students in the intensive evening program with incomplete schooling in the city of Azogues.
The ADDIE model was chosen for its emphasis on instructional design in flexible learning
contexts, centered on student needs. Various studies have verified that this model improves
motivation and performance in Physics, and also aids in the understanding of abstract
concepts through virtual tools and simulators. Zainuddin et al. state that andragogical-based
gamification enhances autonomous learning, intrinsic motivation, and the connection of
knowledge to real-world contexts. This proposal evaluates autonomy, collaboration, and the
critical appropriation of knowledge, making it an inclusive and transformative approach
(Zainuddin et al., 2020).
Regarding the article's structure, Section 2 addresses the main theoretical concepts that
underpin the research and presents an analysis of various bibliographic sources. Section 3
describes in detail the methodology used to develop the study. Section 4 presents the results
and analysis of the instruments used. Finally, Section 5 presents the conclusions derived
from the results obtained.
2. Literature review
2.1 Gamification
Gamification focuses on teaching through playful games to motivate students in their
educational process, helping to improve their academic performance. Considered a tool
capable of radically modifying self-directed learning, gamification also aims to differentiate
how students' learning progress is assessed and is designed to be centered on real-time
learning. Furthermore, the term "gamification," derived from the English word "game,"
refers to the way game techniques are used to maintain motivation, in this case, among
vulnerable students, including adults and older adults with diverse educational, social, and
economic needs (Zambrano et al., 2020, p. 350). Therefore, gamification is a strategy that
has modified conventional learning, since the implementation of new pedagogical
approaches through games radically alters academic performance through a fun and
engaging experience. Thus, the student shows evident alterations in terms of their interest
in active and collaborative learning, facing challenges and receiving feedbac.
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2.2 Gamification as an educational innovation
Instruction and learning are constantly evolving processes, where both teachers and
students must adapt throughout their own educational journey. Mercado-Borja et al. (2024)
consider resistance to change to be a significant challenge, so much so that pedagogical
innovation provides effective strategies that contribute to improved outcomes and induce
genuine change in the teaching and learning processes (2024). This academic progress not
only requires the incorporation of new technologies but also a positive attitude towards
approaches that foster critical thinking and active student engagement. In the words of
Carbonell et al. (2015), educational innovation is directed towards the search for
appropriate and efficient methods to improve the teaching-learning process. These same
authors state in their work that this innovation is linked to the development of personal
skills and the modification of traditional education, creating a space where current
strategies can be implemented to improve critical and creative reasoning in both students
and teachers.
Instruction and learning are constantly evolving processes; teachers and students must
adapt throughout their own educational journeys. Therefore, pedagogical innovation
provides effective strategies that contribute to improved outcomes and foster genuine
change in the teaching-learning process, creating educational environments where
creativity and critical thinking are considered key components. However, according to
Rodríguez-Laz and Rodríguez-Álava, adults and older adults with incomplete schooling face
challenging situations such as limited interest in and participation in digital practices, and
a lack of resources and support for technologically innovative educational processes
(Rodríguez-Laz & Rodríguez-Álava, 2024). These challenges demonstrate the importance of
developing new, inclusive, and easily accessible strategies so that all students experience
educational equity. The effective integration of gamification into education requires not
only mastery of digital tools but also the commitment of students and teachers to overcome
technological barriers and resistance to change. In this way, we can move towards an
innovative and motivating education.
2.3 Theoretical foundations of gamification in education
Gamification, understood as the application of game design elements and principles in non-
game contexts, such as education, constitutes a pedagogical strategy aimed at enriching
teaching and learning processes (Deterding et al., 2011). In this sense, it is not limited to the
simple incorporation of game components, but rather is based on study methods that
integrate reward and challenge systems with the purpose of improving learning. Thus,
according to Zambrano-Álava, it fosters the development of cognitive and social skills in
students, in a context that stimulates creativity and the ability to solve real-life problems
(Zambrano-Álava, 2020). If pedagogical methods and models are implemented with a more
dynamic, meaningful, and active teaching and learning design, students could be provided
with learning experiences in which they are able to construct their knowledge through
interaction, experimentation, and reflection (Kapp, 2012). This reading supports a
constructivist culture, where teaching is more exploratory and less traditional, positively
influencing academic performance, group participation in class, and the development of soft
skills such as autonomous or group collaboration or problem-solving ability (Deterding, et
al., 2020, p. 6).
2.4 Principles of andragogy
As Córdova-Córdova et al. indicate, andragogy is defined by the characteristic of
autonomous adult learning, considering prior experience, intrinsic motivation, and the
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capacity for self-reflection as its fundamental pillars in the educational process (2025). For
this approach, enabling adult learners to be active participants in a continuous learning
process translates into a facilitating element for problem-solving within the educational
context and fostering skills useful in their professional and social lives. In the Ecuadorian
context, Vásquez-Aguilar et al. point out that the country has made progress in inclusive
policies aimed at guaranteeing equitable access to education, especially for adults with
educational disadvantages (2024). However, structural challenges still exist that restrict the
completion of their studies, especially for a vulnerable group, as demonstrated by the
Ministry of Education in its reports on the educational situation. Thus, regulatory progress
and social realities highlight the need to implement more comprehensive strategies that
address access to, retention in, and completion of their studies.
According to the Ministry of Human Development, in 2023, Ecuador had approximately
1,049,824 people over 65 years of age, representing 6.5% of the total population. It is
projected that by 2054, this group will reach 18%, which poses significant challenges in
terms of public policies and assistance programs aimed at this sector (Ministry of Economic
and Social Inclusion, 2023). Furthermore, an analysis by DVV International indicates that,
in 2020, approximately 5.7 million young people and adults in Ecuador were illiterate or
had incomplete schooling. This fact underscores the importance of strengthening
educational programs aimed at this population group (Crespo-Burgos and Larrea-Robalino,
2023).
The Organic Law of Intercultural Education (LOE), in Article 6, section (i), regarding the
state's obligations concerning the right to education, emphasizes "promoting lifelong
learning processes for adults and the eradication of pure, functional, and digital illiteracy,
and overcoming educational backwardness." Established within the legal framework and
by ministerial agreement, this law promotes the education of young people and adults with
incomplete schooling. The Ministry of Education of Ecuador is implementing the "Todos
ABC" Campaign, a program focused on literacy, basic education, and intensive high school
studies named after Monsignor Leónidas Proaño. This campaign aims to provide lifelong
learning opportunities for Ecuadorians, fostering their skills and abilities.
Andragogy, conceived as the art and science of helping adults learn, is based on the premise
that adult learners have different characteristics and needs than children (Knowles et al.,
2001). The authors identified several key principles of andragogy, including the need to
understand the reasons for learning, the importance of prior experience, a problem-solving
orientation, intrinsic motivation, and the individual needs of each learner. Andragogy
rejects a learner-centered approach, promotes self-direction, and recognizes the value of
experiential learning as an integral part of the learning process (Knowles, 2001). According
to Caraballo-Colmenares, adult education should focus on the learner's prior experience,
since this directly influences how new knowledge is absorbed. In contrast to children, adults
achieve more solid learning when they relate information to their own experience
(Caraballo-Colmenares, 2007).
The use of diverse andragogical strategies in higher education increases the motivation and
academic performance of adult learners. It is important to highlight that autonomy and self-
regulation are key factors in this process, promoting more effective and confident learning
and facilitating time management for students (Córdova-Córdova et al., 2024). These factors
reflect the adult learner's experience, helping them construct knowledge in a more relevant
way and connect with their own reality. Thus, it can be seen how andragogy not only
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contributes to academic performance but also facilitates more autonomous and meaningful
learning for personal and professional growth.
Andragogy has two principles: horizontality and participation. The first occurs when the
adult learner becomes aware that they can manage their own learning and feels motivated
to continue the process; the second, the principle of participation, is defined as the adult
learner's decision to become involved and take a more active role (Torres, 2000). For this
approach, making the adult learner an active participant in a continuous learning process
translates into a facilitating element for problem-solving within the very reality of an
educational context that also fosters skills useful for their work and social life. Therefore,
andragogical principles and postulates contribute to the transfer of knowledge in adult
learning (Gutiérrez et al., 2021). In the Ecuadorian context, Vásquez-Agilar et al. point out
that “the country has made progress in inclusive policies aimed at guaranteeing equitable
access to education, especially for adults with educational disadvantages” (2024).
2.5 Challenges in the teaching and learning of Physics in high school
Regarding the educational changes proposed in the 2008 Ecuadorian Constitution, the
curriculum was updated and strengthened in 2010. This update is based on the principles
of critical pedagogy and the development of macro-skills and performance-based skills,
strengthening the process of interpreting and solving problems. It emphasizes that students
can achieve meaningful learning when they solve real-life problems by applying different
concepts and tools from the subject area (Gallegos et al., 2018).
Physics, as one of the fundamental pillars of science, is seen as a very important subject,
although students often perceive it as an abstract, complex, and disconnected area of study
(Angell et al., 2004). A lack of understanding of abstract concepts, weak mathematical skills,
and the absence of pedagogical strategies that foster curiosity and exploration could
contribute to demotivation and low performance in this subject. While misconceptions
about physics have been documented, and these beliefs and values persist throughout
secondary education, efforts are underway to eradicate them by moving away from the
traditional approach of solving mechanical problems, which is insufficient for adequate
conceptualization. To this end, Halloun and Hestenes propose innovative pedagogical
alternatives that encourage student participation in class, using their own context as a
methodology (Halloun & Hestenes, 1985).
From a pedagogical perspective, platforms such as Spatial and WebSim can be used, which
make it possible to reconstruct physical concepts through playful and accessible
experiences. For example, the combined use of gamified simulators to explore concepts like
nature, density, and mechanical energy fosters a more dynamic understanding, aligned with
the development of scientific thinking in students. This, in turn, promotes a culture of active,
meaningful learning that connects emotionally with students. Gowin's V strategy in
experimental Physics teaching allows for the structuring of cognitive processes, as well as
fostering cooperative interaction in the classroom, in addition to encouraging the
development of analytical and critical skills in students (Andrade-Vélez and Álvarez-
Alvarado, 2024, p. 85).
2.6 Integration of gamification in the teaching of Physics
The pedagogical value of playful elements in physics teaching fosters a highly meaningful
relationship between students and the academic content being taught. By reducing the
perceived complexity, learning becomes more accessible, emotionally motivating, and
conducive to the construction and retention of physical knowledge. Gamification has
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revolutionized education as a technique with great potential for addressing the challenges
of instruction and learning. With playful components in educational tasks, it is expected to
foster intrinsic motivation, encourage participation, and offer a meaningful context for
introducing physical concepts (Espinoza-Gaona et al., 2025). This approach allows for a
more constructive relationship with the content, overcoming any apprehension about this
method and creating a pleasant environment for study. Landers points out that poor
gamification can generate distractions and decrease the effectiveness of learning. Thus,
teachers must design activities focused on cognitive skills and not on superficial designs
that only address rewards. Continuous feedback should also be integrated as a central
pedagogical element, as it offers the possibility of guiding the learning process and, at the
same time, fostering a better understanding of the physics concepts being studied.
Gamification, by incorporating game elements, generates meaningful learning and allows
students to integrate theoretical concepts into practical contexts (2014).
2.7 Andragogy as a framework for gamification in high school
Ojeda and Zaldívar state that gamification is a methodology that can integrate students'
socio-emotional factors into the teaching and learning process. It is not only the playful
component, but can also generate learning alternatives that foster creativity, promote self-
directed learning, and encourage a greater understanding of extrinsic and intrinsic
motivation (2023).
In this way, gamified dynamics place students at the center of the educational process,
generating meaningful learning experiences that link the teaching and learning processes.
Córdova-Córdova et al. explain that the inclusion of andragogical principles in secondary
education can result in improved student autonomy and engagement (2024). This idea is
reinforced by linking gamification with cognitive processes that promote decision-making
and the resolution of real-world problems, fostering more meaningful learning. At the same
time, without diminishing the teacher's role as a facilitator of active and reflective
experiences, this strategy helps students become more motivated and take a more active
role in the classroom.
According to Hamari et al., incorporating playful elements into the learning process is one
way to promote the retention of difficult-to-grasp concepts (2014). This argument proposes
gamification as a well-founded didactic intervention approach that would transform
physics content into motivating experiences where critical thinking skills, such as analytical
thinking, are developed. Hamadah, for his part, states that features like immediate feedback
and peer assessment empower students in their learning process. These characteristics
allow students not only to develop autonomy but also to become active participants in their
learning, where knowledge is constructed collaboratively and academic performance is
enhanced within a gamified environment mediated by methodologies that respect the
individual needs of each student (Hamadah, 2023).
Kapp states that by including clear goals, constant feedback, and meaningful rewards, it is
possible to improve engagement with the content, especially in areas related to physics,
where abstract concepts often generate resistance or little interest (Kapp, 2012). The
gamified structure offers the opportunity to adjust the difficulty according to each student's
pace and promotes educational incusion in an attractive and motivating way.
2.8 Gaps in the research and justification of the study
Berrones-Yaulema et al. point out that gamification has been extensively analyzed within
the framework of basic education; however, its contribution to teaching complex physics
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concepts to secondary school students is still a new line of research (2023). This statement
indicates clear evidence of the absence of playful teaching methods in adult education, as
well as in physics teaching. Therefore, didactic proposals must be developed that
incorporate andragogical principles, including gamified resources tailored to the cognitive
and emotional context of the adult group.
Quiroz-Peña et al. indicate that most studies focus on short-term conclusions without
considering that gamification centers on knowledge retention and the development of
analytical skills over time (Quiroz-Peña et al., 2022). This statement highlights the need for
research that allows us to evaluate not only the immediate impact but also the sustained
progress of critical thinking skills in physics learning. According to Navarro, gamification
can be used not only for entertainment but also as a long-term training strategy in the
teaching-learning process, enabling students to achieve autonomy and develop critical
thinking skills (Navarro et al., 2021). Therefore, this study seeks a theoretical and practical
framework for introducing gamification into physics teaching, ensuring that the resources
used are, above all, effective, accessible, and relevant to different educational settings, thus
achieving the student's ongoing and meaningful participation in their learning process.
3. Methods and materials
The study was conducted at a public school in the city of Azogues, located in the province of
Cañar, Ecuador. A non-probabilistic, purposive sampling method was used, consisting of 10
adult and senior citizen students enrolled in the unified high school program (intensive
evening section) and 23 teachers from the same institution. Participant selection was based
on accessibility, time availability, and educational relevance, with the aim of obtaining
valuable information from this focused group.
This type of sampling is widely used in educational studies where random procedures are
not feasible, especially when working with specific or vulnerable populations. The inclusion
criteria for this student population were: being over 18 years of age, enrolled in the evening
program, at the high school level, and having incomplete schooling. According to Asiamah
et al., non-probability sampling allows for obtaining valuable information from focused
groups when population parameters are unknown or difficult to identify individually
(2017), making it a valid strategy for exploratory and applied research in education.
Regarding the teachers, their selection was based on their availability, the andragogical
characteristics they exhibit in their pedagogical practice, and their direct connection to the
level where the gamified approach was implemented. This population was not selected
randomly but was intentionally defined by belonging to a vulnerable social, work, and
family context, whose conditions directly influence the learning process. The research is
structured under a pragmatic paradigm that combines mixed methods; therefore, in the
qualitative phase, interviews were conducted with two experts in gamification and physics,
as well as observation sheets to record experiences with the activities designed using play-
based strategies. In addition, during the quantitative phase, Likert-scale satisfaction surveys
were administered to 23 teachers and 19 students to assess their perceptions of the
methodology used in these activities. It is worth noting that the instruments used were
validated by experts, thus ensuring their reliability through Cronbach's alpha coefficient
(Hernández et al., 2014), with the closer to one indicating better reliability.
The research also employed the DEXPLOS exploratory design, based on Diversity,
Experience, Practice, Play, Information, and Meaningfulness, which aims to create a
dynamic learning environment to integrate gamification into physics teaching. The data
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obtained were analyzed using SPSS software, and it is important to emphasize that the
participants' authorization and consent were obtained to share the information. While this
study is contextualized within a specific setting, it is hoped that the results will provide
valuable insights for implementing gamification as a motivational and inclusive strategy
applicable in diverse educational environments with similar characteristics.
4. Results y discussion
Pegelajar-Palomino argues that gamification is a methodological strategy that incorporates
game elements into the teaching and learning process, thus establishing a link between the
student and the content from a different perspective (Pegelajar-Palomino, 2021). However,
constant monitoring of these methodological approaches in the classroom is necessary, as,
despite their benefits, they do not guarantee teaching success if they are not aligned with
the class objectives (Gonzalez-Moya et al., 2021).
In relation to the above, Alonso-García et al. point out that one of the reasons gamification
has become a more frequently used resource by teachers is its close relationship with both
extrinsic motivation (rewards and satisfying challenges) and intrinsic motivation, which
arises from the individual (Alonso-García et al., 2021). In other words, gamification as a
teaching strategy becomes an ideal resource for use in teaching practice, allowing for
meaningful learning by mobilizing diverse skills that, in turn, lead to the development of
competence (Ramos-Vera & Ramos-Vera, 2021).
The researchers agree with the authors that the aforementioned strategies are fundamental
for more holistic learning, and that the implementation of playful activities inherent in
pedagogical methods such as gamification not only strengthens and improves motivational
aspects but also contributes to improved academic performance. At the same time, it is
considered necessary to strengthen these practices through teacher training to ensure that
these strategies are effectively applied in the classroom.
4.1. Main findings in the qualitative analysis
The research analysis began with interviews with informants, which allowed for the
identification of learning needs in Physics and the incorporation of gamification into the
subject. Identifying problems (such as lack of motivation or low academic performance) was
the necessary first step to solicit the opinions of teachers experienced in addressing these
issues through gamification. The questions posed to the informants focused on students'
needs and the different teaching strategies that foster autonomy and problem-solving.
Therefore, these interviews constitute a good starting point for consolidating more effective
teaching approaches that are better suited to the educational context.
4.1.1 Analysis of expert interviews
The qualitative analysis used the MAXQDA program to code the expert interviews according
to the variables of Physics and gamification. See Table 1.
Question or
objective it answers
Code
Analisis
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Identify student
academic
performance and
motivation in an
andragogical
context in the area
of physics.
Motivation
The connection between
the content and daily life is
analyzed, as it is essential
for increasing motivation
and academic
performance, especially for
adult learners and older
adults with incomplete
schooling, who require
practical activities within
the classroom.
Design gamified
strategies that
promote
autonomy and
problem-solving
in physics,
considering the
principles of
andragogy.
Autonomy and
Personalization
Fostering autonomy
through task
personalization is key to
motivating students and
facilitating problem-
solving, aligning with
andragogical principles.
Select gamified
activities that
foster teamwork
and collaboration
among students,
strengthening
their skills and
abilities.
Teamwork and
Collaboration
Gamified activities that
promote collaboration
help strengthen essential
personal and
communication skills in
the learning environment.
Evaluate the
change in student
academic
performance
through the
integration of
gamification in
the area of
physics.
Assessment
and Rules
The implementation of
well-defined rules is
fundamental to assessing
the contribution of
gamification to academic
performance, allowing for
a comprehensive analysis
of learning.
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How can
gamification
improve students'
academic
performance and
the development
of critical thinking
in the
andragogical
process?
Interactivity,
Relevance, and
Critical
Thinking
Interactivity and relevance
are key elements in
gamification, as they
contribute to students
improving their academic
performance and
developing their critical
thinking skills in problem-
solving and decision-
making.
Cuadro 1. Entrevista a experto 1 resultado de análisis cualitativo
The interview results highlighted that applying concepts through gamification facilitates the
understanding of topics taught in the area of Physics and enhances student motivation by
progressively addressing cognitive conflicts. According to García-Casaus et al., this
methodology facilitates student participation and critical thinking by integrating playful
dynamics that stimulate intrinsic motivation and promote problem-solving (2020).
Question or objective
it answers
Expert Answer 2
Code
Analisis
Identify student
academic
performance and
motivation in an
andragogical context
in the area of physics
Intrinsic student
motivation is
essential.
Strategies must
consider the
diversity of the
players and their
needs
Intrinsic
Motivation,
Diversity
To ensure the success of
gamification in the
classroom, it is essential to
personalize the strategy
according to the
characteristics of the
students. Therefore,
autonomy and
understanding of the
objectives must be fostered
to increase academic
performance.
Design gamified
strategies that
promote autonomy
and problem-solving
in physics,
considering the
principles of
andragogy
Motivation is key
for psychological
students, keeping
in mind the
needs of each
individual
student.
Autonomy
and Problem
Solving
Gamification strategies
should be organized
according to the students'
interests and encourage
their freedom to facilitate
the assimilation of the
physics content.
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Enable students to
make decisions
through gamified
activities that
enhance cooperation
and group
participation to
increase their
capacities and skills.
A number of
student skills
must be
integrated to
achieve common
goals, with the
consequent
improvement in
coexistence and
recognition of
those skills.
Collaborative
Work and
Skills
Gamification can facilitate
collaboration by focusing on
shared goals, promoting an
inclusive and diverse
learning environment, and
strengthening
communication skills.
Evaluate the change
in student academic
performance through
the integration of
gamification in the
area of physics
Indicators of
motivation,
independent
work, and
achievement of
established goals
must be clearly
defined
Performance
and
Compliance
Indicators
Evaluation should include
both qualitative and
quantitative aspects,
ensuring that progress in
motivation and engagement
is measured progressively.
How does the
integration of an
andragogical model
based on
gamification
influence learning,
motivation, and the
development of
critical thinking skills
in third-year high
school students in the
area of physics??
It is important to
thoroughly
understand the
concepts and
design original
gamified
strategies,
without simply
replicating
others..
Individual
Design and
Critical
Thinking
Clearly understanding the
difference between
gamification and ludification
is crucial for integrating
effective strategies that
foster students' critical
thinking and are adapted to
the specific needs of the
educational context.
Table 2. Interview with expert 2, result of qualitative analysis
The effects derived from this framework highlight elements such as reward, motivation, and
a clearly defined game strategy, which are essential for engaging students in the work.
Therefore, well-structured gamification, through the presentation of accessible challenges
with symbolic rewards, improves intrinsic motivation and allows for rapid feedback.
4.1.2 Gamified class application process
In the implementation phase, which consisted of a demonstration class, the virtual
platforms for use in the classroom were introduced for the first time by the group of
students. These platforms allowed for real-time interaction, demonstrating the students'
interest and commitment. During the evaluation phase, a satisfaction survey about the
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demonstration class was administered to both teachers and students. A qualitative analysis
was also conducted through interviews and observations, and the results confirmed the
positive impact of gamification on academic performance and student participation. In this
regard, the development of this proposal clearly demonstrates the possibility of
transforming physics learning for adult university students into an enriching, inclusive, and
motivating process through contextualized and accessible instructional design. The
proposal was implemented as a demonstration class, in which students interacted with
simulators and gamified challenges, leading to changes in motivation and improved
comprehension of physics concepts.
The experts defined the pedagogical intervention process for the class, clarifying how to
apply gamification to physics content. The intervention took place in a practical class on the
concept of density, introduced with an initial explanation of the topic. WebSim and Spatial
tools were used, facilitating a dynamic and motivating approach to physical concepts for the
students through virtual environments. During the session, students interacted with real-
time visual simulations on their own devices, both independently and collaboratively, and
completed activities throughout the class. This approach fostered the understanding of
complex concepts related to density. Following this, a challenge was presented in which
students could apply the concepts they had learned by working collaboratively with their
classmates to solve practical work-related problems. This approach not only encouraged
hands-on learning but also helped students put theoretical concepts into practice.
Through its progressive assessment, the Websim platform was used, which allows for
online quizzes and enabled students to answer in a fun and dynamic way. The gamification
of the subject was complemented by the implementation of reward elements using the
Websim platform and Deck Toys, where students received points and recognition based on
their participation and performance. This strategy, on the one hand, allowed students to
easily assimilate knowledge and, on the other hand, created a collaborative and enthusiastic
learning environment. Students felt motivated to participate fully in their learning process.
At the end of the demonstration class, the results were positive, as evidenced by the surveys
administered to students and teachers. The use of interactive tools facilitated the
assimilation of complex concepts related to density, allowing students to approach the
content in an accessible and motivating manner. Likewise, working with real-time visual
simulators promoted both independent learning and collaborative work. Furthermore, the
challenges presented encouraged collaborative work, allowing the application of theoretical
concepts in practical situations. The progressive evaluation through online questionnaires
via the Websim platform made the process more dynamic and fun, and the student
demonstrated their interest in learning. Thus, these results reflect how gamification
transformed the dynamics in the classroom with a different and more interactive
educational experience.
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Figure 1. Demonstration class application of Spatial Figure 2. Demonstration class application of Websim
4.1.3 Analysis of observation sheets
During the gamified practical class, observation sheets were integrated for qualitative
analysis, showing how each student responds to the change in teaching strategy, resulting
in the following frequency table according to the observation category.
OBSERVATION
CATEGORY
ALWAYS
ALMOST
ALWAYS
NEVER
Interaction with
peers
9
8
2
Demonstration of
skills
12
5
2
Understanding of
tools
10
7
2
Interest in learning
10
8
1
Enthusiasm for new
challenges
11
6
2
Involvement in the
platform
13
4
2
Relationship of
concepts
14
4
1
Participation in
collaborative work
11
7
1
Expression of ideas
13
4
2
Application of
concepts
10
5
2
Table 3. Frequency of observation sheets.
Following the analysis using observation sheets, the findings regarding students in the area
of Physics, particularly in the playful activities related to the topic of density, revealed a high
degree of interaction and participation. The majority of students, close to 70%, showed a
desire to continue learning during the sessions, while also demonstrating clear motivation
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to face various challenges once their training had concluded. This behavior indicates that
gamification is on the right track in motivating students, given its tendency to create a
learning environment focused on cooperative work and classroom activities.
Furthermore, it was observed that by participating interactively and contextualizing the
topic in Physics, the material is understood more fully through the gamified approach. Once
again, student participation and engagement were significant. In this regard, several
authors emphasize that the use of game elements in educational contexts increases both
motivation and engagement, fostering a collaborative and dynamic environment that
facilitates the understanding of complex ideas and helps students adapt to new learning
techniques (Deterding et al., 2011; Kapp, 2012).
However, areas for improvement were also observed: very few students (approximately
10%) experienced difficulties integrating and fully participating in the activities. There is a
clear need to implement additional strategies to support more introverted participants.
Nevertheless, the data reflect a positive effect on learning physics concepts through
gamification, as demonstrated by students' ability to apply learned concepts in practical
scenarios, such as their own definition of the density of different materials (Deterding et al.,
2011; Kapp, 2012). As Deterding et al. indicate, gamification can transform the learning
experience (2011). Likewise, the results also guide teachers to transform their pedagogical
practice by introducing gamification into their classes in an attractive and appropriate way..
4.2 Relevant findings in the quantitative part
The results of the satisfaction survey administered to the 23 high school teachers showed a
positive opinion regarding the integration of gamification in Physics classes. Furthermore,
78.3% of the teachers believe that gamification fosters autonomy in learning, indicating that
students become more proactive in their educational process. The surveys demonstrate the
effectiveness of game-based activities not only in optimizing academic performance but also
in advancing interpersonal and communication skills among students. According to
Sarabia-Guevara and Bowen-Mendoza, the success of gamification lies in a suitable design
that integrates appropriate understanding among participants, as well as the mission and
incentive that motivates them to continue with their academic process (Sarabia-Guevara
and Bowen-Mendoza, 2023). Thus, the incorporation of gamification into teaching is
essential as an attractive, dynamic, and effective study method during the teaching-learning
process.
When asked, "Do you think that gamification has increased the motivation and commitment
of adult high school students in the subject of Physics?", 65.2% of the teachers who
participated in the development of the class emphasized that gamification is a key aspect in
generating motivation among students at all educational levels; highlighting it as an
alternative to increase students' academic performance (Ojeda and Zaldívar, 2023).
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Figure 3. I believe that gamification has increased the motivation and engagement of adult high school
students in the area of physics
Regarding the results of the student surveys, a positive assessment of gamification as a
pedagogical tool is evident. In this respect, 79% of respondents stated that interactive
activities encourage them to participate more actively in the school environment, while
74% emphasized that such activities allow them to better understand abstract physics
concepts. Furthermore, 68.4% of students indicated that gamification facilitates connecting
the knowledge acquired with their personal experiences, thus strengthening appropriate
learning. These findings indicate that gamification not only enhances content
comprehension but also fosters more contextual and relevant learning for students.
Similarly, it is important to highlight that, according to the survey conducted, gamification
is a good way to learn Physics, especially for people who are resuming their studies. This is
relevant because it reflects students' opinions on the effectiveness of gamification in their
learning process, particularly for those returning to formal education after several years of
educational setbacks.
Based on the question, "Do you think gamification is a good way to learn Physics, especially
for people like you who are resuming their studies?", it was found that 36.84% of students
strongly agreed and 47.37% agreed. This result is significant, reflecting a widespread
positive perception of the effectiveness of gamification in the learning process of adults with
incomplete schooling. This trend coincides with the findings of Espinoza-Gaona et al., who
state that gamification in experimental Physics not only increases motivation but also
facilitates the understanding of complex Physics concepts and strengthens critical thinking
in students facing educational challenges in their learning process (Espinoza-Gaona et al.,
2025).
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Figure 4. I believe that gamification is a good way to learn physics, especially for people who, like me, are resuming
their studies.
The application of gamification in physics instruction for adult and senior citizens in
evening high school demonstrated clear improvements in motivation, autonomy, and
understanding of abstract concepts. More than 78% of teachers and 84% of students
expressed positive perceptions, highlighting the effectiveness of the game-based activities
integrated into physics, as well as the improvement in academic performance.
5.Conclusions
Regarding the content presented in the literature review, it can be emphasized that
gamification is a pedagogical model that enhances learning; through playful interaction, it
allows students to construct meaning from their own definitions and experiences.
Furthermore, the research employed a pragmatic paradigm with theoretical methods such
as historical-logical analysis and empirical methods such as observation and interviews.
The designof the proposal was based on theoretical and methodological findings related to
gamification, focusing on the area of Physics. Therefore, its development consisted of
analyzing games aimed at encouraging problem-solving and critical thinking. The
intervention was implemented with the objective of increasing motivation and optimizing
students' understanding of abstract concepts. Finally, to understand the perception of the
proposal in relation to the structure and mechanics of the games in the designed activities,
interviews were conducted with students and teachers. This process facilitated
understanding its feasibility of implementation and its potential to transform the teaching-
learning experience.
Acknowledgments
To Master Diana Cevallos, for her help and experience. To the authorities and teachers of
the institution who provided me with the collaboration and resources to carry out this
research.
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Authors
DIANA PINOS-MALDONADO holds a degree in Architecture from the Catholic University,
Azogues Campus.
She is currently a tenured teacher at the “Juan Bautista Vásquez” Educational Unit. Her
research focuses on: Integrating gamification into the andragogical process in physics for
third-year high school students.
DIANA CEVALLOS-BENAVIDES obtained her Master's degree in Educational Management
and Leadership from the Universidad Técnica Particular de Loja, Ecuador, in 2014. She
obtained her Bachelor's degree in Educational Sciences from the Universidad Particular de
Especialidades Espíritu Santo, Ecuador, in 2024. She earned a degree in Foreign Trade and
Integration Engineering from the Universidad Tecnológica Equinoccial in 2011. She is a PhD
candidate in Education at UNR-Argentina with over 10 years of experience, specializing in
university teaching at the undergraduate, graduate, and diploma levels at the Universidad
Nacional de Educación (UNAE), Universidad Indoamérica (UTI), Universidad de las
Américas (UDLA), and Universidad Internacional (UIDE), in the development and support
of research, management of innovative projects, quality processes, and power skills. She has
a professional profile characterized by a strong service orientation, leadership, critical
thinking, sustainable methodologies, and digital transformation.
She is currently the Academic Coordinator of the Master's Degrees in Education at the online
school of the University of the Hemispheres (UHE).
Declaration of authorship-CRediT
DIANA PINOS-MALDONADO: State of the art, related concepts, methodology, validation,
data analysis, writing.
DIANA CEVALLOS-BENAVIDES: State of the art, related concepts, data analysis, validation,
data analysis, conclusions, final review.
Declaration of the use of artificial intelligence
The authors declare that they used the ChatGPT tool – GPT-4 model (OpenAI), June 2025
version – solely to assist in the reformulation and linguistic improvement of some sections
of the manuscript. No part of the scientific content, results, analyses, or interpretations was
generated by artificial intelligence. All material was reviewed and validated by the authors,
who are responsible for its accuracy and rigor.