Gamification as a Didactic Resource to Optimize School Achievement in Experimental Sciences

Yvonne Rodríguez-Barocio^1, and Adolfo Eduardo Obaya-Valdivia²

¹FES-Cuautitlán UNAM, Department of Chemical Sciences, Basic Science, México

²FES-Cuautitlán UNAM, Department of Chemical Sciences, Physical Chemistry, México

Cite this paper:
Yvonne Rodríguez-Barocio and Adolfo Eduardo Obaya-Valdivia. Gamification as a Didactic Resource to Optimize School Achievement in Experimental Sciences. American Journal of Educational Research. 2026; 14(11):342-348. doi: 10.12691/education-14-11-1

Abstract

In higher education, it is necessary to incorporate innovative teaching strategies that favor the motivation, active participation and academic performance of students. In this sense, gamification has emerged as a pedagogical alternative that integrates game elements in educational contexts with the purpose of strengthening teaching-learning processes. The objective of this study was to analyze the effect of the implementation of a didactic strategy based on gamification on the academic performance of first-semester students of the Experimental Sciences Laboratory I course of the bachelor’s degree in Diagnostic Biochemistry at the Cuautitlán Faculty of Higher Studies (FES Cuautitlán UNAM). The research was developed under a quantitative approach, with a quasi-experimental design with a non-equivalent comparison group. The academic results of a group that took the subject using a traditional methodology were compared with those of another group in which the gamification strategy was implemented. Descriptive and inferential statistics were used for data analysis, including Student’s T-test for independent samples, as well as the calculation of the effect size using the Cohen statistic and the percentage learning gain. The results showed an improvement in the academic performance of the gamified group (M = 8.00) compared to the traditional group (M = 6.87), with statistically significant differences in the unilateral test (p = 0.025) and a moderate-high effect size (d = 0.77). Likewise, a percentage gain in learning of 16.5% was identified. The results of the perception survey showed a positive assessment by the students of the implemented strategy, highlighting the increase in motivation, interest in the contents and active participation in laboratory activities. The findings suggest that gamification is an effective didactic strategy to improve academic performance and strengthen learning processes in university experimental teaching contexts.

Keywords:
Gamification didactic strategy academic performance higher education experimental teaching

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