Implementation of gamification for autonomous learning of History in the Professional Technical Baccalaureate.

Abstract

The present research focused on implementing gamification strategies to improve autonomous learning of History in vocational technical high school students. A quantitative, descriptive, and longitudinal approach was adopted, using a quasi-experimental design with pretest and posttest tests. The results showed a significant increase in students' motivation and understanding after the implementation of gamification strategies, with a notable improvement in post-test scores compared to pre-test scores. With all this, the main conclusion was reached that gamification is an effective tool to enhance autonomous learning in History, evidencing a positive change in students' commitment and knowledge retention.