Gamification as a strategy to improve motivation and attention in children

Abstract

The study analyzed the response of children in the "Inicial 1" level (early childhood education) to gamified activities, focusing on motivation, participation, sustained attention, and learning transfer. A quantitative approach was employed, featuring a descriptive scope, a non-experimental design, and a cross-sectional timeframe. The sample consisted of 17 children from the Ernesto Albán Mosquera Educational Unit. Data were collected through direct, systematic observation using a single instrument: a checklist comprising five indicators rated according to the categories "Always," "Sometimes," and "Never." Results showed the highest levels of consolidation in interest and enjoyment (88.24%) and active participation (76.47%). Motivation to continue reached 58.82%, while attention, following instructions, and learning transfer each registered 47.06% in the "Always" category. Overall, 63.53% of observations fell into the "Always" category. Based on the identified needs, a proposal titled "Misiones que enfocan" (Missions that Focus) was designed; it was structured over four weeks using short challenges, visual aids, immediate feedback, and controlled stimuli. The study concluded that gamification fosters children's engagement and participation, although it requires specific planning to strengthen sustained attention and the application of what has been learned.