El rol del maestro y la gamificación en estudiantes con discapacidad intelectual en básica primaria de la Fundación Pies Descalzos
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Fecha
2026
Autores
Cadrazco de la Rosa, Mariela
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
En la básica primaria de la Fundación Pies Descalzos, la incorporación de actividades lúdicas y digitales no siempre se traducen en secuencias didácticas gamificadas planificadas y ajustadas a las necesidades educativas especiales asociadas a la discapacidad intelectual, lo que genera tensiones entre el discurso inclusivo y la práctica cotidiana y deja poco sistematizado el rol del maestro como mediador. El estudio tuvo como objetivo general analizar el rol del maestro en el proceso de enseñanza-aprendizaje gamificado con estudiantes de básica primaria con discapacidad intelectual. Se desarrolló desde el paradigma socio-crítico, con diseño de investigación-acción educativa y enfoque mixto, aplicando una escala Likert a docentes, una matriz de observación en cinco sesiones y la validación por expertos de una secuencia didáctica gamificada. Los resultados evidenciaron alta valoración de la gamificación para motivación, participación y diversificación, pero una autoeficacia intermedia para diseñarla e integrarla de forma sistemática, además de percepción limitada de apoyo institucional. En la observación se identificaron fortalezas en clima de respeto, cooperación y coherencia curricular, y oportunidades de mejora en apoyos y ajustes planificados y en cierres reflexivos.
In primary education at Fundación Pies Descalzos, the use of playful and digital resources does not always translate into planned gamified instructional sequences adapted to special educational needs associated with intellectual disability. This creates tensions between inclusive discourse and everyday classroom practice and leaves the teacher’s mediating role insufficiently systematized. The study aimed to analyze the teacher’s role in the gamified teaching–learning process with primary students with intellectual disability. It was framed within a socio-critical paradigm, using an educational action-research design and a mixed-methods approach. A Likert-scale questionnaire was administered to teachers, five gamified lessons were observed using an observation matrix, and a gamified instructional sequence was validated by experts. Results showed a high valuation of gamification for motivation, participation, and activity diversification, but only moderate self-efficacy for designing and integrating it systematically, alongside a perceived lack of institutional support. Classroom observation identified strengths in a respectful climate, cooperation, and curricular coherence, as well as areas for improvement in planning supports and reasonable adjustments and in strengthening reflective lesson closures.
In primary education at Fundación Pies Descalzos, the use of playful and digital resources does not always translate into planned gamified instructional sequences adapted to special educational needs associated with intellectual disability. This creates tensions between inclusive discourse and everyday classroom practice and leaves the teacher’s mediating role insufficiently systematized. The study aimed to analyze the teacher’s role in the gamified teaching–learning process with primary students with intellectual disability. It was framed within a socio-critical paradigm, using an educational action-research design and a mixed-methods approach. A Likert-scale questionnaire was administered to teachers, five gamified lessons were observed using an observation matrix, and a gamified instructional sequence was validated by experts. Results showed a high valuation of gamification for motivation, participation, and activity diversification, but only moderate self-efficacy for designing and integrating it systematically, alongside a perceived lack of institutional support. Classroom observation identified strengths in a respectful climate, cooperation, and curricular coherence, as well as areas for improvement in planning supports and reasonable adjustments and in strengthening reflective lesson closures.
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Palabras clave
Gamificación, Educación inclusiva, Rol docente, Discapacidad intelectual