Esta investigación se fundamenta en el uso de la herramienta de gamificación Educaplay y su aporte en el rendimiento académico de los estudiantes de Educación Básica. El objetivo fue analizar la utilización de Educaplay como un recurso didáctico dentro de la educación virtual y cómo este proceso mejora el rendimiento de los estudiantes, tomando en consideración el cambio de modelo y aplicación de nuevas metodologías dentro de clases virtuales. La metodología aplicada es de tipo experimental-exploratoria, mediante un enfoque cuali-cuantitativo que se recabó aplicando una encuesta identificada como pretest la cual fue validada mediante el estadístico Alfa de Cronbach con un valor de 0.842 y posteriormente la aplicación del Modelos de Aceptación de la Tecnología (TAM) como postest; las actividades fueron desarrolladas mediante la metodología SAPIE; la población de estudio fueron 70 estudiantes de educación básica elemental a quienes se aplicó el experimento basado en recurso de gamificación utilizando la herramienta web Educaplay. Los resultados de la investigación permitieron conocer si los estudiantes mejoraron su rendimiento académico con el uso de recursos de gamificación que motivan su participación activa, el trabajo colaborativo, y que el docente es quien genera sus propios recursos, basados en las necesidades de los estudiantes.

This research on gamification as a collaborative learning resource in technology education is based on the development of gamification resources so that technology education students have innovative resources in education in their synchronous classes. The objective of this study was to motivate students in the development of the contents of the synchronous and asynchronous class topics using gamified resources. The type of research is experimental of an analytical nature, which allows knowing the progress that the students had when using these resources within the learning of the subject of Programming Logic as well as Object Oriented Programming, the applied approach is mixed, in which a pretest was developed, which allowed measuring the perceptions regarding the synchronous and asynchronous classes; After this, the development of gamification resources began, for which three tools such as Quizizz, Educaplay and Genial.ly were selected; The strategies that were considered the most relevant for this study were: educational objectives, behavior, cycles of activities, resources, resource use mechanics. The model applied in the creation of the activities was PADDIE M+; considered the most complete model for good development of the e-learning platform under an optimal standard that allows the correct performance of learning: this model works together with pedagogy measured by Learning and Knowledge Technologies (LKT), in the same way, a validated technology acceptance instrument known as the TAM model is applied; in which favorable results can be obtained by the students to whom the synchronous and asynchronous gamified resources were applied; Likewise, it is evident that gamification is an area not so explored in technological education.

The design of educational activities in immersive virtual environments is one of the emerging perspectives in the field of practice and research within e-learning. Giving the fact that, the interaction capacity in these immersive environments provides a social and educational dimension similar to the ones involved in face-to-face education. It could be determined that, it motivates, it stimulates, and it improves the e-learning educational model. The present article describes the development of reading and writing skills that can be achieved by using the didactic strategy SAPIE didactic which fuses the use of immersive virtual world (IVW) and the global model for the teaching of reading and writing. The IVW provides an accumulation of playful activities, focused on the adoption of characters and the role play. All these actions substantially promote the learning of literacy in children from 4 to 6 years of age. The present work is part of an experimental field research, involving 12 teachers, 58 children and 58 parents belonging to Centro de Desarrollo Infantil Gregorio Cordero of the city of Azogues in Ecuador. The children and the parents were divided into a control group and an experimental group. The diagnostic information inherent to this work was obtained with the application of a survey directed to teachers, which includes 10 questions; the application of the ABC Test of Lorenzo Filho to children and a survey with 8 items addressed to parents. Preliminary results show that 91.67% of teachers are unaware of teaching strategies to develop literacy, supported by the use of technology. Thus, based on that data the didactic strategy called SAPIE was designed. By analyzing the results through a pre and posttest to both groups while applying the statistical analysis t test for independent samples, a representative increase in the reading and writing skills acquired by the children in a short time was evidenced.