Integration of Gamification and Mobile Applications to Promote Inclusive Education: a Techno Pedagogical Approach

• Published in: RGSA : Revista de Gestão Social e Ambiental 2024-11, Vol.18 (11), p.e09584
• Main Authors: Guerrero, Jonathan Ernesto Mora, Manzaba, Jéssica Beatriz Plaza, Sánchez, Kevin William Guadalupe, Salazar, Pedro Antonio Cedeño, Robles, Lileana Carolina Saavedra, Jiménez, Kevin Andrés Sánchez, Escobar, Juan Ernesto Fernández, Palacios, Carlos Eduardo Coello, Meza, David Vicente Lauzó
• Format: Article
• Language: English
• ISSN: 1981-982X; 1981-982X
• DOI: 10.24857/rgsa.v18n11-004

Objective: The aim of this study is to analyze, through a document-based synthesis of existing literature, the integration of gamification and mobile applications in inclusive education, focusing on their potential to support the academic development of students.   Theoretical Framework: The research presents key concepts and theories that underpin the implementation of gamification and mobile applications in the context of inclusive education, providing a solid theoretical framework that aids in understanding the study's context.   Method: Through the review of 20 scientific articles, several effective strategies for implementing various technological tools (mobile applications) in the teaching-learning process are identified, with a special focus on inclusive education.   Results and Discussion: It was shown that the use of playful elements and technological resources enhances active student participation, particularly for those with special educational needs, facilitating the development of soft skills such as collaboration, problem-solving, and self-efficacy.   Research Implications: The implications of this research span various areas of education, highlighting the need to integrate innovative pedagogical approaches that promote equitable access and inclusion. Originality/Value: This study contributes to the literature by analyzing innovative approaches to the integration of gamification and mobile applications in emerging educational models. Its value lies in the need to develop projects that break educational monotony, promoting interactive experiences that empower both learners and educators.