Gamification has permeated education as a strategy to improve the teaching-learning process. Research shows that gamified reward systems based on badges, leaderboards, and avatars modifies the learning environment and student attitudes. This research aimed primarily to assess the change in attitude towards mathematics in high school students through a gamified methodology involving a reward system managed through a web platform called Gamit! This platform was developed by professors from two Latin American universities to manage gamification in a way that ensured that the anonymity of the class rankings was maintained. A mixed (QUAN-Qual) and quasi-experimental methodological approach was used for this study; two questionnaires were applied to 454 high school students and a focus group was performed with a group of seven professors. The quantitative analysis was processed with SPSS and consisted of ANOVAS and post hoc tests for more than two samples, while the focus group analysis was performed through inductive analysis. Results show benefits for professors and learners. Students improved their attitudes toward mathematics, reducing anxiety and improving willingness, while professors found a dynamic and optimal way to manage gamification on Gamit!

The persistent gender gap in Science, Technology, Engineering, and Mathematics (STEM) fields, particularly in leadership roles, remains a pressing global challenge, including in Latin America. Understanding the factors that influence individuals’ interest in STEM careers and their motivation to assume leadership positions is essential for advancing gender equity and inclusive innovation. Although existing studies have explored these topics, most rely on qualitative methods, small samples, or single-country analyses, limiting regional comparability. In contrast, this manuscript introduces a comprehensive, openly accessible dataset and a detailed multilingual data dictionary that enable systematic comparisons across three Latin American countries, representing an innovative contribution to the study of gender and STEM in the region. We present the methodology and data structure of a large-scale, multi-country survey conducted in Bolivia, Brazil, and Peru, each with >3000 respondents. The study forms part of the Equality in Leadership for Latin America STEM (ELLAS) research network, funded by the International Development Research Centre (IDRC), which promotes the principles of open science and open data. We describe the survey design, ethical protocols, and data curation procedures implemented to ensure transparency and methodological rigor. The resulting ELLAS Survey Dataset offers one of the most extensive quantitative resources on gender and STEM in Latin America. Our goal is to make the ELLAS data accessible to the research community for further analysis. This article aims to guide researchers interested in using the dataset and to support the generation of evidence that can inform policies fostering women’s participation and leadership in STEM fields.

En 2019, gracias a una convocatoria del Programa Iberoamericano de Ciencia y Tecnología para el Desarrollo (CYTED), se conformó una Red Temática para el estudio de las estrategias de vinculación entre los actores de la Cuádruple Hélice, con la participación de un grupo de 18 instituciones de 7 países de Iberoamérica (Bolivia, Brasil, Colombia, Ecuador, España, México y Panamá) denominado Red Iberoamericana de Universidades para la Innovación y el Desarrollo Sostenible (REDUiS). REDUiS se dio como objetivo contribuir al desarrollo conceptual y metodológico del enfoque de Cuádruple Hélice y al desarrollo de modelos de innovación que ubiquen al ciudadano como centro de los procesos de innovación, articulando el trabajo en torno al análisis de las estrategias de vinculación Universidad – Empresa – Gobierno – Sociedad Civil.