Gamification as a strategy for learning concepts meaningfully

Abstract

Learning concepts requires strategies that allow significant learning so that the said concept remains in the student's long-term memory. For this reason, strategies that avoid rote learning and promote the apprehension of concepts through the graphic representation of knowledge are necessary. This study pretends to identify if the gamification strategy through the GoConqr application enables learning concepts in Biology at the high school level. Methodologically, the analysis was from a quantitative perspective in a focus group. For this, a treatment, diagnostic, and post-treatment took place to know the plausibility of the gamification strategy and the GoConqr application. The results show the viability of the application for learning concepts, strengthening the understanding of the concept definition with motivational elements and significant activities. Other features that stand out are the immediate feedback provided by the application, which reinforces the collaborative learning process by promoting active participation. In conclusion, the research contributes to an active learning methodology for teaching innovation.