Interdisciplinary Gamification with LKT: New Didactic Interventions in the Secondary Education classroom

Abstract

The lack of motivation, deficient digital competence and non-significant learning are some of the persistence of Secondary Education students in the educational context. Starting from this educational reality, a quantitative study is presented on the perception of students after the implementation of gamified strategies with interdisciplinary technologies and methodologies. This inclusive and innovative proposal was implemented in Comunidad Valenciana Secondary Schools. The research is designed based on survey-type studies, using a cross-sectional quantitative experimental methodology with pre-test and post-test, validated through the Expert Panel method. Descriptive analyzes have been performed, as well as the Student's t-test and unifactorial ANOVA analysis of variance. The instruments used show a strong general internal consistency (α = .89) and in its different dimensions (motivation, gamification, digital skills and interdisciplinarity) being valid for the study. The results confirm that the incorporation of such gamified proposals from interdisciplinary methodologies and technologies increase student motivation, arouse interest in the acquisition of content from different disciplines, help the development of meaningful learning and develop students' digital competence. future citizenship of the 21st century.