Estrategia Didáctica basada en la gamificación para la enseñanza de Robótica a estudiantes con déficit de Atención, de primero bachillerato técnico (Informática)

Resumen

This study aimed to design and implement a didactic strategy based on gamification for teaching robotics to first-year technical high school students in Informatics diagnosed with attention deficit. A mixed-methods approach and a quasi-experimental design were applied, using pre - and post -intervention questionnaires. Findings reveal increased intrinsic motivation, willingness to engage in technical learning, and concentration capacity, along with improvements in self - regulation and collaborative work. The strategy “RoboMission: Technological Challenge,” structured in phases of activation, micro-challenges, main mission, and reflective closure, proved feasible and effective in addressing the educational needs of students with attention deficit. This study provides empirical evidence on the relevance of gamification in technical contexts and offers practical guidelines for teachers, while recommending larger samples and longitudinal research to confirm the sustainability of results.