Gamification as an Active Methodology for Strengthening DigitalCompetencies in Teachers

Abstract

This study aims to propose gamification as an active methodology to strengthen digital competencies in teachers at the Babahoyo Educational Unit. Using a quantitative-descriptive approach, a survey was conducted with 15 purposefully selected teachers to diagnose the current use of playful techniques, knowledge about gamification, level of digital competencies, and the prevalence of traditional methodologies in their pedagogical practices. Results showed that most teachers still use traditional methodology (lectures, blackboard, posters), are unaware of gamification as a pedagogical strategy, and have significant limitations in mastering digital tools and educational platforms.

In response to this diagnosis, a teacher training program is proposed, structured in four training units: institutional diagnosis, pedagogical foundation of gamification, gamified instructional design with digital tools (Kahoot, Genially, Quizizz, Wordwall, Educaplay), and implementation and evaluation of gamified strategies. Each unit includes pedagogical phases, participatory activities, digital resources, and formative assessment criteria. The proposal seeks to transform teaching practice through active methodologies that increase student motivation and develop digital competencies in both teachers and students. It is concluded that gamification, applied with a pedagogical approach and comprehensive training, represents a strategic tool to overcome the limitations of the traditional approach and innovate educational practice in technical contexts.