Teacher’s decalogue for the effective application of digital gamification in primary education
DOI:
https://doi.org/10.62452/kcnn5c25Keywords:
Digital gamification, educational innovation, Primary education, teaching decalogue, student motivationAbstract
The purpose of this research was to design and validate a decalogue aimed at primary school teachers, focused on implementing digital gamification strategies in the classroom. The study recognizes both the educational potential of gamification and its limitations in practice, such as the lack of teacher training, the scarce systematization of experiences, and the absence of practical guidelines. Using a mixed-methods approach, mainly qualitative, a descriptive-applied study was conducted in two public primary schools in Hidalgo, Mexico, with the participation of 12 in-service teachers. The process included an initial diagnosis of teachers’ knowledge and use of digital gamification, the design of the decalogue based on the findings, its validation through expert judgment, and a pilot application with collaborative feedback. Results showed that 83% of teachers perceived an increase in student motivation, and 75% observed greater classroom participation when applying the principles of the decalogue. In addition, the instrument received an average rating of 4.7 out of 5 in terms of clarity, pedagogical relevance, and practical applicability. It is concluded that the decalogue constitutes a practical, clear, and contextualized pedagogical resource, with strong potential to enhance educational innovation through the intentional use of playful technologies grounded in real practice.
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