Estrategia gamificada para el aprendizaje de la nomenclatura química inorgánica en segundo de Bachillerato de la Unidad Educativa “Luis Cordero”

Abstract

The present work aims to propose a gamified strategy for learning the nomenclature of inorganic chemistry in the second year of high school in the Luis Cordero Educational Unit in the period 2021 considering the influence of digital entertainment media that affect the learning process of students. The type of research carried out is field and educational action with a pre-experimental type design, conducted in 34 students of the second BGU "E" of a total of 5 parallel second year of high school, the sample is non-probabilistic and intentionally. As data collection techniques, the survey and the interview were used in order to verify and establish the problems diagnosed in the course. Through data collection it was possible to verify the observed problem, which was the negative influence of digital entertainment media in the learning of chemistry and other subjects, in which students had problems in identifying and naming chemical compounds. Consequently, favorable results were obtained after applying the gamified strategy in which 89% of the students registered an increase in the learning of inorganic chemical nomenclature using video games through digital platforms. Thus, it was demonstrated that using video games in the educational context is an effective gamified strategy for learning inorganic chemical nomenclature, and in other learning areas.