GAMIFICATION AND MEANINGFUL LEARNING IN TEACHING GEOMETRY IN SECONDARY SCHOOL

Abstract

This article is based on the analysis of a teaching strategy focused on developed spatial geometry skills using gamification as a meaningful learning technique articulated with the implementation of educational activities that allow students in eighth and ninth grades, aged 12 to 14 to strengthen their knowledge of geometry and its various study topics. Likewise, the study seeks to contextualize each geometric concept through every day or experiential elements familiar to students, thus contributing meaningfully to the teaching and learning processes. In doing so, it also promotes awareness of geometric learning through the design of didactic units that facilitate the interpretation and explanation of the world. The proposal aims to develop spatial-geometric skills using gamification as a technique for meaningful learning, as it integrates the core principles of gamification into educational activities. The research adopts a mixed-methods approach, incorporating elements of the quantitative method—such as the collection and analysis of numerical data to measure variables and establish statistical relationships—and the qualitative method, which emphasizes understanding social phenomena through student interviews and observations. In this context, the Van Hiele model was integrated, with the objective of supporting the development and progression of students' metacognitive processes related to geometric thinking skills. As a final outcome, the study concludes that the motivation and interest generated through gamification lead students to engage passionately with the subject matter, transforming them into creators of their own knowledge and, consequently, promoting meaningful learning.