EVOLUCIÓN DE LOS ENTORNOS DE APRENDIZAJE EN LA EDUCACIÓN MATEMÁTICA: UNA REVISIÓN DE LA GAMIFICACIÓN Y EL COMPROMISO ESTUDIANTIL
Palabras clave:
Motivación intrínseca, Teoría de la Autodeterminación, retroalimentación inmediata, tecnología educativa, pedagogía digitalResumen
DOI: https://doi.org/10.46296/yc.v10i18.0841
Resumen
La educación matemática enfrenta desafíos persistentes relacionados con la ansiedad matemática, la percepción de irrelevancia de conceptos abstractos y la falta de compromiso estudiantil. Esta revisión narrativa examina la evolución de los entornos de aprendizaje en la educación matemática desde los paradigmas conductistas tradicionales hasta los ecosistemas digitales gamificados contemporáneos. Mediante la síntesis de 54 artículos publicados entre 1995 y 2024, extraídos de Scopus, Web of Science, ERIC e IEEE Xplore, se identificaron tres etapas evolutivas principales: los métodos tradicionales de ejercitación y práctica, la Instrucción Asistida por Computadora que introdujo elementos interactivos, y los Entornos Virtuales de Aprendizaje que integran tecnologías Web 2.0 y elementos de diseño de juegos. El análisis revela que la gamificación, fundamentada en la Teoría de la Autodeterminación, puede mejorar significativamente el compromiso estudiantil en sus dimensiones cognitiva, afectiva y conductual cuando se diseña para satisfacer las necesidades de autonomía, competencia y relación. La retroalimentación inmediata emerge como un componente crítico que fortalece la autoeficacia y mitiga el miedo al fracaso. Sin embargo, la efectividad depende del equilibrio apropiado entre motivadores intrínsecos y extrínsecos, evitando que elementos superficiales como puntos e insignias eclipsen el interés genuino por las matemáticas. Los hallazgos subrayan la importancia de alinear innovaciones tecnológicas con principios pedagógicos sólidos, sugiriendo que los entornos gamificados más exitosos combinan desafíos cognitivos apropiados, colaboración, autonomía y conexiones con aplicaciones del mundo real.
Palabras claves: Motivación intrínseca, Teoría de la Autodeterminación, retroalimentación inmediata, tecnología educativa, pedagogía digital.
Abstract
Mathematics education faces persistent challenges related to math anxiety, perception of irrelevance of abstract concepts, and lack of student engagement. This narrative review examines the evolution of learning environments in mathematics education from traditional behaviorist paradigms to contemporary gamified digital ecosystems. Through synthesis of 184 articles published between 1995 and 2024, extracted from Scopus, Web of Science, ERIC, and IEEE Xplore, three main evolutionary stages were identified: traditional drill-and-practice methods, Computer-Assisted Instruction that introduced interactive elements, and Virtual Learning Environments that integrate Web 2.0 technologies and game design elements. The analysis reveals that gamification, grounded in Self-Determination Theory, can significantly enhance student engagement in its cognitive, affective, and behavioral dimensions when designed to satisfy needs for autonomy, competence, and relatedness. Immediate feedback emerges as a critical component that strengthens self-efficacy and mitigates fear of failure. However, effectiveness depends on appropriate balance between intrinsic and extrinsic motivators, preventing superficial elements such as points and badges from overshadowing genuine interest in mathematics. Findings underscore the importance of aligning technological innovations with sound pedagogical principles, suggesting that the most successful gamified environments combine appropriate cognitive challenges, collaboration, autonomy, and connections to real-world applications.
Keywords: Intrinsic motivation, Self-Determination Theory, immediate feedback, educational technology, digital pedagogy.
Información del manuscrito:
Fecha de recepción: 16 de diciembre de 2025.
Fecha de aceptación: 20 de febrero de 2026.
Fecha de publicación: 20 de marzo de 2026.
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