Genially gamification tool for

teaching and learning

Mathematics

Genially herramienta de gamificación

para la enseñanza y el aprendizaje de

las matemáticas

Ximena del Rocío Pastás Hernández

Master. Teacher in Education Unidad Educativa

Mario Oña Perdomo

ximena.pastas@upec.edu.ec

https://orcid.org/0009-0002-4903-7456

Ember Geovanny Zumba Novay

Master. Teacher Researcher at Escuela Superior

Politécnica de Chimborazo (ESPOCH)

ezumba@espoch.edu.ec

https://orcid.org/0000-0002-2121-8418

Diego Fernando Imbacuán Gordón

Master. Professor-Researcher Universidad Politécnica

Estatal del Carchi(UPEC)

dfernandoig@yahoo.com

https://orcid.org/0009-0000-7606-5204

Carmen Jhuliana Peña Robles

Master. Teacher en Educación at Unidad Educativa

Fernando Daquilema

carmen.penar@educacion.gob.ec

https://orcid.org/0000-0002-0045-9933

Resumen

Este artículo propone el uso de la herramienta de

gamificación Genially para la enseñanza y aprendizaje de las

Matemáticas a estudiantes de primer año de Bachillerato de

la Unidad Educativa Mario Oña Perdomo de Montúfar,

provincia del Carchi, Ecuador. La metodología empleada fue

Imaginario Social

Entidad editora

REDICME (reg-red-18-0061)

e-ISSN: 2737-6362

enero-junio 2024 Vol. 7-1-2024

http://revista-

imaginariosocial.com/index.php/es/index

Recepción: 9 de noviembre de 2023

Aceptación: 20 de diciembre de 2023

81-97

mixta, incorporando enfoques transversales, documentales, exploratorios y de campo.

Se diseñaron diversas actividades para el proceso de enseñanza-aprendizaje de las

Matemáticas a partir de los resultados de encuestas y entrevistas a estudiantes y

docentes. El estudio demuestra que el método propuesto, que combina un estilo lúdico

y participativo apoyado en la tecnología de Genially, es muy eficaz para mejorar la

comprensión y el interés de los alumnos por las Matemáticas. Los resultados subrayan

la capacidad de este enfoque no sólo para mejorar la experiencia de aprendizaje, sino

también para proporcionar una evaluación significativa del progreso de los

estudiantes. Se destaca la importancia de adoptar estrategias pedagógicas innovadoras

que tengan eco en la generación actual de estudiantes. Se sugiere que la integración

reflexiva de herramientas tecnológicas es esencial para maximizar el compromiso de

los estudiantes.

Palabras clave: Genialidad, gamificación, matemáticas, enfoque lúdico y

participativo, educación tecnológica.

Abstract

This article proposes the use of the Genially gamification tool for teaching and learning

Mathematics to first-year Baccalaureate students at the Mario Oña Perdomo

Educational Unit in Montúfar, Carchi Province, Ecuador. The methodology employed

was mixed, incorporating cross-sectional, documentary, exploratory, and field

approaches. Various activities were designed for the Mathematics teaching-learning

process based on survey and interview results from students and teachers. The study

demonstrates that the proposed method, which combines a playful and participatory

style supported by Genially's technology, is highly effective in enhancing students'

understanding and interest in Mathematics. The findings emphasize this approach's

ability to not only improve the learning experience but also provide meaningful

assessment of student progress. The importance of adopting innovative pedagogical

strategies that resonate with the current generation of learners is highlighted. It

suggests that the thoughtful integration of technological tools is essential for

maximizing student engagement.

Keywords: Genially, gamification, mathematics, playful and participatory approach,

technological education.

Introduction

In the contemporary educational context, the integration of digital tools and innovative

strategies has become essential to enhance teaching and learning. Gamification, a pedagogical

approach that incorporates game elements in educational settings, has emerged as a powerful

tool to motivate students and improve their participation in the learning process (Gómez &

Porras, 2018). In this context, the Genially tool is presented as a versatile and dynamic resource

that allows the creation of gamified experiences in the teaching of Mathematics (Orellana-

Cordero et al., 2020) (Ponce y Ochoa, 2021). (Zambrano & Rodríguez, 2022).

Genially offers the possibility of transforming educational content into interactive and

attractive presentations, integrating visuals, multimedia and gamification elements in an

intuitive way (Trejo, 2019). This approach seeks not only to convey mathematical concepts in

a conventional way, but also to engage students in a playful and participatory way (Jiménez et

al., 2020). Gamification with Genially thus becomes a didactic strategy that fuses the academic

rigor of Mathematics with fun and commitment, creating a stimulating educational

environment that promotes the deep understanding of concepts and the practical application of

mathematical skills (Armie & Membrive, 2022).

The Genially tool can be effectively leveraged to design and apply gamified strategies in the

teaching of Mathematics at various educational levels (Orellana-Cordero et al., 2020). By

immersing yourself in the possibilities and specific features of Genially, you will discover how

this tool not only facilitates the presentation of content, but also enhances the creativity of the

teacher and the active participation of the students, generating a more dynamic, interactive and

effective educational environment (Bustos, 2023).

In this study, we propose the Genially gamification tool for the teaching and learning of

Mathematics in the students of the first year of Baccalaureate of the Educational Unit "Mario

Oña Perdomo", canton Montúfar, province of Carchi, Ecuador. Specifically, gamified didactic

strategies are developed with the Genially tool in the teaching and learning of Mathematics.

Methodology

Study Site Description

The research was carried out at the "Mario Oña Perdomo" academic institution located in the

parish of San José, canton Montúfar, province of Carchi, northern Ecuador. The "Mario Oña

Perdomo" educational center belongs to Zone 1 – District 04D02 Montúfar Bolívar, AMIE

code 04H0034. It is an urban Educational Institution, it works in face-to-face mode with a

morning session, its type of education is regular and with educational level: Initial, Basic

Education and Baccalaureate. It's a Fiscal Institution, it's in a Sierra school system." It has a

total of 81 teachers, 3 directors, 6 administrative staff and 1631 students

Focus and type of research

The methodology had a mixed approach because it allowed us to measure the variables more

accurately and understand how they relate to the gamification tool Genially and the teaching-

learning process of the subject of Mathematics. It was framed in a type of descriptive research

because the relevant facts in the teaching-learning process of the subject of mathematics were

identified and described.

Research phases

The development of gamified didactic strategies with the Genially tool in the teaching-learning

of Mathematics for students in the first year of Baccalaureate was divided into several phases

or stages.

Research & Planning

A review of the literature on gamification in education and its impact on mathematics teaching

was conducted.

The specific learning objectives for the Mathematics course of the first year of Baccalaureate

were identified.

The functionalities of the Genially tool and its ability to gamify educational content were

explored.

Definition of Gamified Objectives

Clear educational objectives were established to be achieved through gamification.

Key math concepts and skills to be addressed throughout gamification were identified.

Gamified Structure Design

Different mathematical assessment tests were designed in line with the objectives of the course.

Interactive Content Creation

Genially was used to develop interactive resources that facilitate the teaching of mathematical

concepts.

Multimedia elements, such as videos, images, and graphics, were integrated to make the

experience more engaging.

It was ensured that the contents are accessible and understandable for students in the first year

of Baccalaureate.

Bioethical considerations

The subjects involved in this study were first-year high school students and mathematics

teachers. The students are under 18 years of age, so consent was sought from the legal

representatives. The purpose of the study was made known to the teachers through a talk,

requesting their authorization and acceptance. They were verbally informed of the most

relevant aspects of the research and it was clarified that the participant can withdraw at any

time from the research process and confidentiality is maintained.

Results

Phases of the Proposal

Phase 1: Planning

A project plan was decided that specified the people involved, the procedure and the expected

outcomes at each step, including design and development.

Phase 2: Design

It was necessary to specify the schemes that allowed the objectives of the course to be achieved,

so it is crucial that the objectives set during the planning phase are in line with the elements to

be developed

Phase 3: Development

In this phase of development, the planned and designed actions were updated. The writing tool

made it possible to develop the system's own games, and each content area had a challenge

activity.

Proposal Activities

For the activity (Figure 1), within the framework of the Microcurricular Planning, the teacher

provided students with access to the interactive content through the link provided in the

Genially tool: https://view.genial.ly/64a5fe8e0a087f00176cc9ad/presentation-funcionesxp1.

In this virtual environment, the topic was introduced and the objectives were clearly

established. The session began by activating the students' prior knowledge and carrying out a

diagnostic test to assess the initial level of understanding. During the presentation, the

fundamental differences between the Cartesian blueprint and the product were addressed.

Subsequently, the conceptualization of binary functions was deepened, addressing illustrative

examples of reflexive, symmetric and transitive functions.

As part of the academic reinforcement, an educational audiovisual material was incorporated,

followed by an evaluation in the form of a test to consolidate learning effectively. This

comprehensive pedagogical approach sought to maximize students' understanding and

engagement through an interactive educational experience tailored to their learning needs.

Figure 1. Activity One of the Proposal

For activity 2 (Figure 2), using the link provided (

https://view.genial.ly/64a95351f084cc00110888

84/presentation-funcionesxp2), students were directed to the interactive presentation in

Genially. In this environment, they were invited to participate in the dynamics of "cool

roulette", designed to consolidate the knowledge acquired in the previous class. By answering

specific questions, students had the opportunity to accumulate points and select a prize from

options such as pet, trip or box, and then return to the presentation.

The detailed information on slides 4 and 5 was presented to delve deeper into the topic,

followed by an educational video on slide 6. To assess comprehension, test 2 on mathematical

functions was performed. This playful and participatory approach sought not only to reinforce

previous concepts, but also to maintain students' interest and motivation throughout the lesson,

using Genially's technology effectively as a pedagogical resource.

1. Presentation of

the Microcurricular

Planning

2. Link to the

interactive

content

3. Accessing the

Genially tool

4. Prior

knowledge and

diagnostic test

5. Differences

between Cartesian

plane and Cartesian

product

6. Examples of

binary functions

7. Academic

reinforcement,

video, and test

Figure 2. Activity two of the proposal

For activity 3 (Figure 3), the interactive content of slides 2, 3, 4 and 5 in the Genially

presentation (https://view.genial.ly/64aff0081623280019192aa0/presentation-funcionesxp3)

was explored and was an essential component of the learning session. Through these slides,

students had the opportunity to delve into the fundamental concepts related to mathematical

functions. In addition, comprehension was enriched by watching a video dedicated to

mathematical asymptotic graphs.

This audiovisual resource provided a practical and visually stimulating perspective,

contributing to the internalization of concepts. To evaluate and consolidate the knowledge

acquired, Test 3 on real functions was implemented, providing students with an opportunity to

apply what they have learned and strengthen their skills in this specific subject. This

comprehensive approach, which combined interactive content, audio-visual material, and

hands-on assessment, sought to enrich the learning experience and ensure a solid understanding

of real mathematical functions.

1. Link to

interactive

content

2. Access to the

Genially tool

3. Invitation to

students to

participate in Genial

Roulette

4. Answering

questions to earn

points

6. Choosing

prizes and

returning to the

presentation

7. Reading

information

8. Taking test

number 2

Figure 3. Activity three of the proposal

For activity 4 (Figure 4), significant connections were established between prior knowledge

and the central topic of study, which in this case addresses the linear function and the slope of

the line, which is a crucial step in the educational process. By leveraging the interactive

presentation in Genially, which included content, images, and a specifically designed video,

students were able to develop a deeper understanding of concepts related to linear functions

and associated features, such as line slope.

The use of various visual and multimedia resources in Genially not only facilitated the

assimilation of information, but also contributed to making the learning experience more

engaging and participatory. As a measure of evaluation and practical application of the

knowledge acquired, Test 4 on linear functions was implemented, offering students the

opportunity to demonstrate their understanding and skills in relation to this specific topic. This

comprehensive pedagogical approach sought not only to convey information, but also to

encourage reflection and practical application to strengthen the understanding of linear

functions and the slope of the line.

1. The link to the

interactive content

2. Watching videos 3. Taking the test 3

Figure 4. Activity Four of the Proposal

Discussion

The successful integration of the Genially tool into the framework of Microcurricular Planning,

according to the results obtained, resonates with the growing trend in the educational literature

that highlights the effectiveness of interactive technologies to improve teaching and learning.

Recent studies have highlighted the importance of using digital platforms such as Genially to

create dynamic and accessible virtual environments, which is in line with what has been

expressed by Orellana-Cordero et al. (2020), in which he emphasizes that both educators and

students consider that virtual learning environments should have psychopedagogical and

didactic components. Novay et al. (2023), emphasizes that virtual environments for the subject

of Mathematics favor the diversification of activities, adjusting to the needs and requirements

of students. Likewise, the implementation of didactic strategies facilitates the promotion of

educational games and collaboration at work. The activation of prior knowledge and the

application of diagnostic tests at the beginning of the session are also supported, as these

strategies have been shown to promote better student understanding and engagement (Berrocal

& Ramírez, 2019).

The specific attention to the differences between the Cartesian plane and the product, as well

as the detailed conceptualization of binary functions, reflect a concern to address fundamental

1. Relating previous

knowledge to the

study topic

2. Using the

information from the

Genially presentation

3. Taking the test 4

concepts in a comprehensive manner. Previous research has emphasized the importance of

clear and detailed instruction in math, and this study aligns with that approach, using Genially's

technology to improve content presentation (Catalán & Gómez, 2020). (Enriquez, 2020)

The inclusion of academic reinforcement elements, such as educational audiovisual materials

and assessments in the form of tests, is supported by research indicating that the variety of

assessment resources and methods contribute to more effective retention and consolidation of

concepts (Romanian-González et al., 2019) (Bravo et al., 2021) (Zheng, 2022) . Taken together,

the results suggest that combining traditional pedagogical strategies with interactive

technological tools can offer a balanced and effective approach to teaching and assessment in

contemporary educational settings.

On the other hand, the results obtained from the implementation of the "cool roulette" dynamic

highlight the importance of playful and participatory strategies to reinforce students' prior

knowledge. This approach aligns with current research that underscores the efficacy of

pedagogical methods that integrate elements of play and participation to improve retention and

understanding of academic concepts (Hernández-Horta et al., 2018) (Álvarez et al., 2020)

(Soler-Cifuentes et al., 2021). The accumulation of points and the choice of prizes introduce a

motivating component, supporting the idea that gamification can not only reinforce the

concepts taught, but also keep students interested and motivated (Alsawaier, 2018) (Saleem

et al., 2022).

The detailed presentation of information on the slides (not shown), followed by an educational

video, demonstrates an effective combination of multimedia resources to delve deeper into the

topic. The inclusion of these visuals is supported by studies that highlight the importance of

multimodality in teaching to cater to diverse learning styles (Joyce & Feez, 2018).

The assessment of comprehension through Test 2 on mathematical functions reinforces the idea

that the incorporation of formative and summative assessments is essential to measure learning

and guide future instruction. These results align with the literature highlighting the need for a

balanced approach to assessment for a complete understanding of student progress (Gess-

Newsome et al., 2019) (Jerrim et al., 2022)

The results of the integration of multimedia elements and practical evaluation in the present

study offer a valuable perspective on the effectiveness of comprehensive pedagogical

approaches in the teaching of mathematical functions. The opportunity provided for students

to delve into foundational concepts through interactive slides aligns with the current trend of

using digital resources to enrich instruction. Recent studies support the idea that interactivity

and concept visualization can improve information comprehension and retention (Buehl,

2023).

The inclusion of a video dedicated to mathematical asymptotic graphs provides a practical and

visually stimulating element, which is consistent with research suggesting that presenting

information in a multimodal manner can promote comprehension (Meneses et al., 2018)

(Zhang et al., 2020). The internalization of concepts through audiovisual resources represents

a pedagogical approach that recognizes the diversity of students' learning styles (Bernad-

Cavero & Llevot-Calvet, 2018).

The results obtained by taking advantage of the interactive presentation in Genially reflect the

effectiveness of the integration of interactive technologies to improve the understanding of

specific mathematical concepts, in this case, linear functions and the slope of the line. Recent

studies support the idea that the use of visual and multimedia resources can improve the

assimilation of information and make the learning experience more engaging and engaging

(Molina et al., 2018) (Rojas Flores et al., 2018) (Updated & Chacin, 2022).

The inclusion of interactive content, images, and a specifically designed video in Genially

provided students with a more immersive experience, allowing them to actively explore the

concepts presented. This approach is consistent with the educational literature that advocates

the use of interactive technologies to encourage the active participation of students and promote

more autonomous learning (Tuma, 2021) (Serrano et al., 2019) (Zainuddin, 2018).

The implementation of Test 4 on linear functions as an assessment measure and practical

application underscores the importance of formative assessment in measuring learning and

guiding future instruction. This approach aligns with the current trend of using assessments

integrated into the learning process to strengthen understanding and apply the knowledge

gained in practical situations.

Conclusions and recommendations

The findings of this study suggest that the playful and participatory approach, supported by

Genially's technology, can be a valuable strategy to strengthen students' understanding and

interest in mathematical topics, while offering an effective assessment of their learning. These

results highlight the relevance of adopting innovative pedagogical approaches adapted to the

needs of the current generation of students.

The implementation of the Real Function Test as a practical assessment measure reinforces the

idea that formative and summative assessment is essential to measure learning and guide future

instruction. The combination of interactive content, audio-visual material and practical

assessment forms a comprehensive approach that not only enriches the learning experience,

but also seeks to ensure a solid understanding of real mathematical functions. These results

support the notion that the combination of diverse pedagogical strategies can have a positive

impact on academic achievement and knowledge retention.

Finally, the results suggest that the comprehensive pedagogical approach used not only

conveyed information effectively, but also encouraged reflection and practical application to

strengthen the understanding of linear functions and line slope. These findings support the idea

that careful integration of interactive technologies into the educational process can have a

positive impact on student academic achievement and engagement.

It is recommended to consider integrating innovative pedagogical approaches that use

interactive technologies such as Genially to engage students effectively. The adoption of

educational methods adapted to the needs and preferences of today's generation can be

instrumental in fostering more meaningful and motivating learning. In addition, the continuous

exploration of technological tools and innovative pedagogical methods is suggested,

maintaining a student-centered approach and the continuous improvement of educational

quality.

It is suggested to continue with the integration of varied and practical assessments in the

educational process. The combination of interactive content, audio-visual material and hands-

on assessment represents a comprehensive approach that has proven to enrich the learning

experience. It is suggested to continue exploring and adapting diversified pedagogical

strategies to address the different learning modalities of students and ensure a solid

understanding of real mathematical concepts. This integrated and balanced approach can have

a positive impact on both academic achievement and long-term knowledge retention. In

addition, it is recommended that educational strategies be continuously reflected and adjusted

according to the specific needs and outcomes of the group of students.

Finally, it is recommended to continue the careful integration of interactive technologies into

the educational process. Attention to reflection and practical application is crucial, and it is

suggested to maintain a student-centered approach to ensure the relevance and applicability of

the concepts learned.

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