Using Unplugged Gamification in the Classroom in a Scenario with Limited Technological Access

Nowadays, human actions tend to be directed towards digital environments. Access to information and communication has increased exponentially for general society with the advancement of technology, so it is vital that social actors have access to technology. However, in schools in developing countries such as Ecuador, there are still limitations in technological infrastructure. In this context, this study presents the procedure carried out to design and implement the unplugged gamification proposal, that is, without the use of technology in the classroom, due to limited access to technological resources and personnel with a lack of training in the application of technologies. For the development of the proposal, a series of sequential processes of four phases were followed, which were planning and organization phase I, initiation of the investigation (Situational Diagnosis) phase II, which allowed deciding to carry out disconnected gamification, design and structure, phase III and finally the implementation of the disconnected gamification phase IV. The situational diagnosis carried out with 44 teachers from a public school in rural Ecuador revealed that gamification without technology is an effective alternative in environments with limited access to infrastructure and technological equipment.