No abstract

The application of gamification was able to adapt to the learning style of the current generation allows to increase concentration, effort and motivation, the latter being a key aspect in the learning achievement of students. This study is a quantitative approach, experimental design, pre-experimental level and aims to evaluate the effect of the application of gamification tools on students' motivation, as well as to determine whether the level of motivation in the dimensions attention, relevance, confidence and satisfaction is influenced by the use of gamification tools. A probability sample of 209 secondary school students in Peru was used and an instrument adapted from the Instructional Materials Motivation Survey (IMMS) based on the ARCS model approach was employed. The results of the study revealed that 69.2% of students have a high motivational level. In addition, it was found in the comparison of the pre-test and post-test results that the four dimensions of Keller's motivational design: confidence, attention, satisfaction and relevance achieved a high level of development, being the dimensions satisfaction and relevance the ones that reached the highest level of development with 79.4% in the high level.

This research is referred to the application of a methodology called microlearning that included the creation of content pills or capsules which provided the student with learning accessible at any time and in any place thanks to its ubiquity and virtual context, for the application of microlearning an instructional design was followed that helped to improve the pedagogical practice. The main objective of this research was to determine how the use of microlearning influences learning in the area of Social Science in secondary school students. This study had a quantitative approach, experimental design, pre-experimental level, where students in the third grade of secondary school in Peru were taken as a sample. For data collection, survey techniques were applied in order to compare academic performance with respect to the pre- and post-test of the application of microlearning. The results of the study revealed that microlearning had a satisfactory influence on learning in the area of social sciences since this learning methodology is easy, accessible, flexible, ubiquitous and didactic, showing that it can be a great didactic resource for the teacher in the teaching of the area.