Modificación de la demanda cognitiva matemática basada en enseñanza gamificada con videojuegos

The performance of complex mathematics was approached from the use of leisure technologies as a disruptive resource in the virtual classroom. The objective allowed modifying the cognitive demand in mathematics, through the use of video games as a gamifier of learning sessions. 250 schoolchildren participated as part of a Latin American sample. After six months of research development with the experimental model, we concluded in the improvement of the skills in the subjects to address the low-level demand and the non-connective type demand after participating in gamified classes with the DO model [Dynamic-Operational]. The events produced better possibilities of producing mathematical operations based on reasoning, provoking more reflection in the experimental group. The evidence needs to be deepened on the level of connective demand (high level) with other Latin American samples.