Educaplay as a teaching strategy in the subject of natural sciences for eighth-grade students

Abstract

The teaching of Natural Sciences in Basic Education faces challenges such as low student motivation, limited use of interactive resources, and memorization-focused methodologies. In response, technological tools such as Educaplay offer innovative alternatives that promote active learning and the development of scientific competencies from a playful perspective. This research aimed to analyze the impact of gamified strategies using Educaplay on the academic performance of eighth-grade students. The identified problem was poor performance in Natural Sciences, associated with passive methodologies and generalized demotivation. A quantitative study with a quasi-experimental design was conducted with two groups: a control group (n=53) without technological intervention, and an experimental group (n=46) that participated in Educaplay activities for four weeks. At the end of the study, a standardized assessment was administered, and the data were analyzed with JAMOVI, using Student's t-test, normality tests, and homogeneity of variance tests. The results showed significant improvements in the experimental group (mean = 9.04) compared to the control group (mean = 7.15), with a high effect size (Cohen's d = 1.549). It is concluded that Educaplay improves performance, reduces grade dispersion, and fosters more motivating, inclusive, and effective learning environments.