Gamification as a didactic strategy for teaching Mathematics in Technical Accounting Baccalaureate

Abstract

Objective: To analyze gamification as a teaching strategy to strengthen mathematics instruction in second-year students of the Technical Baccalaureate in Accounting at the El Empalme Educational Unit (Ecuador). Methods: An intervention was applied to 135 students. A strategy comprised of four stages and ten gamified missions integrated into the microcurriculum was implemented, using Excel simulators, a digital escape room, Kahoot, Quizizz, and GeoGebra in real-world accounting contexts. Results: Improvements were observed in the accuracy of financial calculations (from 40% to 90%), accounting problem-solving, academic performance (from 7.60 to 7.88 out of 10), and student participation. Conclusions: Gamification fosters intrinsic motivation, active learning, and the construction of mathematical knowledge contextualized within the accounting field.