Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 76-98 2025
https://doi.org/10.62574/8zk9wr82
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Gamified teaching model to promote meaningful learning in preschool
students
Modelo didáctico gamificado para promover el aprendizaje significativo
en estudiantes de preescolar
Nancy Yamile Monsalve-Castro
nancycastro.est@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá,
Provincia de Panamá, Panamá
https://orcid.org/0000-0002-4802-7080
ABSTRACT
In the Colombian educational context, preschool education faces significant challenges that require
innovative methodologies that respond to the cognitive and emotional characteristics of early childhood. This
study aimed to propose a gamified teaching model to promote meaningful learning in preschool students. A
qualitative approach with a phenomenological design was used, including interviews with nine transition
teachers and participant observation at the Nuestra Señora del Pilar Educational Institution in Bucaramanga.
The results revealed that teachers intuitively implement gamified elements but lack a systematic conceptual
framework to optimise these strategies. Three main categories were identified: context and general
strategies, gamification approach, and reflection on teaching practice. In conclusion, a comprehensive
gamified teaching model with four fundamental components was proposed, providing a comprehensive
structural framework for transforming preschool educational experiences.
Keywords: preschool-aged children; nursery school; early childhood education. (Source: UNESCO
Thesaurus).
RESUMEN
En el contexto educativo colombiano, la educación preescolar enfrenta desafíos significativos que
demandan metodologías innovadoras que respondan a las características cognitivas y emocionales de la
primera infancia. Este estudio tuvo como objetivo proponer un modelo didáctico gamificado para promover
el aprendizaje significativo en estudiantes de preescolar. Se empleó un enfoque cualitativo con diseño
fenomenológico, incluyendo entrevistas a nueve docentes de transición y observación participante en la
Institución Educativa Nuestra Señora del Pilar en Bucaramanga. Los resultados revelaron que los docentes
implementan intuitivamente elementos gamificados pero carecen del marco conceptual sistemático para
optimizar estas estrategias. Se identificaron tres categorías principales: contexto y estrategias generales,
enfoque de gamificación, y reflexión sobre práctica pedagógica. Como conclusión, se propuso un modelo
didáctico gamificado integral con cuatro componentes fundamentales que proporciona un marco estructural
comprehensivo para transformar las experiencias educativas preescolares.
Descriptores: niño en edad preescolar; escuela de párvulos; educación de la primera infancia. (Fuente:
Tesauro UNESCO).
Received: 02/03/2025. Reviewed: 11/03/2025. Approved: 01/04/2025. Published: 03/05/2025.
Research articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(2), 76-98 2025
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Gamified teaching model to promote meaningful learning in preschool students
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INTRODUCTION
In the contemporary Latin American educational context, particularly in Colombia,
preschool education faces significant challenges related to the need to implement
methodologies that effectively respond to the cognitive and emotional
characteristics of early childhood. The socio-educational reality of the region
demands innovative pedagogical strategies that not only promote meaningful
learning but also consider the cultural, socioeconomic, and technological
particularities of the national context.
In Colombia, preschool education must address the specific needs of a child
population characterised by cultural diversity, different levels of access to
technological resources and varied socio-family conditions. In this regard,
Alarcón-Curay et al. (2024) argue that pedagogy in early childhood education
requires methodological approaches that consider the particularities of child
development, recognising that teaching-learning processes at this stage must be
based on principles that respect the natural rhythms of growth and the specific
ways of constructing knowledge characteristic of early childhood in Latin America.
In this context, gamification emerges as a promising pedagogical alternative that
can significantly transform educational experiences at the preschool level,
especially relevant in a region where play is a central element of children's culture
and where educational institutions seek methodologies that can be effectively
implemented regardless of technological or economic limitations.
Similarly, Guaman et al. (2024) argue that play is a fundamental element in
student cognitive development, especially during the early years of schooling in
the Colombian educational context. This perspective reinforces the importance of
incorporating playful elements into educational processes, not as complementary
activities, but as essential components of pedagogical methodology.
Gamification, understood as the application of game mechanics in non-playful
contexts, represents a natural evolution of this understanding of the role of play
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in education, particularly relevant in a society where children's play traditions are
an integral part of the cultural heritage.
Furthermore, Araujo-Varon (2023) demonstrates that symbolic play functions as
an effective playful-didactic strategy to strengthen meaningful learning in
preschool students in Colombian educational institutions. This research, carried
out in the specific context of San Vicente del Caguán-Caquetá, shows that
gamified activities not only increase student motivation but also facilitate the
construction of lasting and transferable knowledge in child populations with
specific sociocultural characteristics of the region. These results suggest that the
systematic implementation of gamified strategies can generate positive
transformations in early childhood education processes, especially when adapted
to local and regional realities.
However, the effective implementation of gamification in preschool education
requires solid theoretical frameworks and structured teaching models to guide
teaching practice in the specific context of Colombian educational institutions. In
this regard, from the researcher's perspective, it is worth mentioning that many
preschool institutions in the country face limitations in terms of technological
resources, specialised teacher training and access to innovative teaching
materials. The absence of comprehensive methodological proposals that
coherently articulate the principles of gamification with theories of meaningful
learning, considering these contextual limitations, represents a significant
limitation in the current pedagogical field. This situation justifies the need to
develop specific teaching models that respond to the particular characteristics of
the preschool context.
Consequently, the overall objective of this study is to propose a gamified teaching
model to promote meaningful learning in preschool students in the Colombian
educational context.
Theoretical framework
Educational gamification is based on the systematic application of elements,
mechanics and dynamics typical of games in teaching-learning contexts.
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According to Márquez-Ramírez & Angulo-Armenta (2024), the use of gamification
in teaching practices has experienced exponential growth in recent decades in
the Latin American context, driven by the recognition of its potential to transform
traditionally passive educational environments into interactive and motivating
spaces, which is especially relevant in educational systems where active student
participation is a constant challenge.
From this perspective, Navarro-Mateos et al. (2021) establish that gamification in
the Spanish educational setting has proven effective at multiple educational
levels, generating positive impacts on student motivation, participation, and
academic performance. This empirical evidence, although developed in
European contexts, supports the viability of implementing gamified strategies in
various educational contexts, including Latin American preschool education,
where cultural and social characteristics can further enhance the benefits of these
methodologies.
In addition, Prieto-Andreu et al. (2022) demonstrate that there is a direct
relationship between gamification, motivation, and performance in education.
Their systematic review reveals that students exposed to gamified methodologies
show higher levels of engagement, perseverance, and satisfaction with learning
processes. These results suggest that gamification is not merely an
entertainment strategy, but a pedagogical tool with solid scientific foundations,
particularly valuable in contexts where student motivation is affected by
socioeconomic factors or limitations in traditional educational resources.
In the specific context of primary education, Morales-Pérez & Reyes-
Cardona (2022) confirm that gamification as a teaching technique generates
significant improvements in teaching and learning processes in Colombian
educational institutions. Their research shows that primary school students
respond positively to game mechanics integrated into academic activities,
developing cognitive and socio-emotional skills simultaneously. This finding is
particularly relevant for the national education system, where comprehensive
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education is one of the fundamental pillars established by the Ministry of National
Education.
Meaningful learning in preschool education
Meaningful learning, originally conceptualised by Ausubel, takes on particular
characteristics in the context of Colombian preschool education. In this context,
Zambrano-Solórzano et al. (2022) argue that gamification as a teaching strategy
effectively contributes to the development of meaningful learning in early
education students, facilitating the construction of knowledge that integrates
coherently with pre-existing cognitive structures. This perspective is particularly
relevant in the national context, where the cultural and linguistic diversity of the
child population requires pedagogical strategies that respect and take advantage
of prior knowledge derived from different family and community traditions.
In relation to this approach, Montaño & Enríquez (2022) identify that
teaching strategies in early childhood education should consider the
particularities of early cognitive development. Their systematic review reveals
that the most effective pedagogical approaches are those that combine playful,
sensory and experiential elements, creating optimal conditions for learning to
transcend superficial memorisation and consolidate itself as lasting and
applicable knowledge. In the Colombian educational context, where many
institutions serve populations with different levels of early stimulation, this
comprehensive approach becomes essential to ensure equity in learning
opportunities.
For their part, Araujo-Varon (2023) specifically demonstrate that symbolic play
strengthens meaningful learning in preschool students. This research shows that
playful activities not only capture children's attention, but also facilitate complex
cognitive processes such as abstraction, generalisation and the transfer of
knowledge to new situations.
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Gamification and the development of logical-mathematical thinking
A particularly relevant area in preschool education is the development of logical-
mathematical thinking. In response to this, Cuadrado-Tapia et al. (2024) establish
that gamification in mathematics learning is an effective strategy for student
participation. Their research shows that game elements significantly increase
interest in and understanding of fundamental mathematical concepts, a crucial
aspect in the Ecuadorian educational context and applicable to the Colombian
reality, where indicators of mathematical competence in early education need to
be strengthened.
In line with this perspective, Ramírez-Benavides (2024) analyses the role of video
games in the development of mathematical logical thinking in preschool students.
Their systematic review reveals that gamified digital tools promote the
construction of basic numerical skills, pattern recognition and the development of
problem-solving skills. This approach is particularly valuable in the national
context, where the digital divide can be mitigated through gamified strategies that
do not rely exclusively on sophisticated technologies.
Similarly, Screpnik et al. (2023) examine the application of video games in early
mathematics education. Their results indicate that gamified platforms allow for
the personalisation of learning processes, adapting to individual rhythms and
providing immediate feedback that reinforces the construction of mathematical
knowledge.
From another perspective, Pazmiño-Arcos et al. (2024) analyse virtual strategies
for developing logical-mathematical thinking in students. Their research
establishes that gamified digital tools, when implemented appropriately, can
overcome the limitations of traditional approaches, offering more engaging and
effective learning experiences.
Gamification in physical education and comprehensive development
Gamification transcends traditional academic areas and extends to physical
education. In this vein, Gaibor (2023) examines gamification for teaching physical
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education, establishing that this strategy promotes not only motor development
but also social, emotional, and cognitive skills. This comprehensive perspective
reinforces the importance of considering gamification as a cross-curricular
methodology that contributes to the holistic development of preschool students.
Educational technology and gamification
The integration of technology into gamified processes is another relevant aspect.
In response to this, Lardín et al. (2023) analyse gamification in the classroom
through Minecraft Education, demonstrating that specialised digital platforms can
significantly enrich gamified educational experiences. Their research suggests
that technology, when used appropriately, amplifies the benefits of gamification
without replacing the fundamental human interaction in the educational process.
In the context of higher education, Arias & Mon (2022) examine the gamified
flipped classroom as a pedagogical strategy. Although their focus is on higher
education levels, their results provide valuable insights into the effective
integration of technology and gamification, principles that can be adapted to the
preschool context considering the particularities of child development.
METHOD
This study is framed within the interpretive paradigm, which allows for the study
of changing reality through the use of a rich and varied methodology that
complements valid methods, techniques, and instruments. This paradigm
facilitates the acquisition of knowledge, interpretation and understanding of the
object of study, recognising that sociocultural and educational phenomena are
best described and understood through qualitative analysis, within an
intersubjective and contextual epistemological relationship.
A qualitative approach with a phenomenological design was adopted, focusing
on the in-depth understanding and description of educational experiences from
the participants' point of view. This method, developed by Husserl, sets out
fundamental principles such as the epoché attitude (suspension of judgements
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and preconceptions about the phenomenon under study) and phenomenological
description to detail experiences as they are lived by those who experience them.
The study corresponds to a projective research with a qualitative approach,
following the phenomenological research model. A non-experimental cross-
sectional design was implemented, where information was collected at a specific
point in time to analyse the perceptions and experiences of preschool teachers
on gamification and meaningful learning.
The research setting was the Nuestra Señora del Pilar Educational Institution,
located in the city of Bucaramanga, Santander, Colombia. This official institution
serves approximately 3,800 students in academic and technical-commercial
programmes, distributed across six campuses ranging from preschool to
secondary education.
The participants were nine (9) transition grade teachers, selected through
intentional sampling considering the following criteria: minimum experience of
five years in preschool education, willingness to participate in the study, and
representative distribution among the different campuses of the institution. The
key informants were coded as DGT1 to DGT9 to ensure their anonymity. Two
main information collection techniques were used:
1. Participant observation: Systematic observations were made in preschool
classrooms to analyse the teaching strategies used by teachers and the
responses of students. The findings were recorded in field journals
following a structured format that considered aspects such as teaching
techniques, gamification, teacher and student performance, motivation,
and teaching-learning processes.
2. In-depth interviews: Semi-structured interviews were conducted with the
nine participating teachers, with open-ended questions that explored their
perceptions of motivation strategies, gamification, meaningful learning,
and teaching practice. The interviews were digitally recorded with the
informed consent of the participants.
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Three main categories were identified: (1) Context and General Strategies, (2)
Approach to Gamification, and (3) Reflection on Teaching Practice. Subsequently,
source triangulation was carried out to validate the findings by comparing
interview data, observations and theoretical references.
The validity of the study was ensured through: triangulation of data sources
(interviews and observations), expert validation of data collection instruments,
and verification of the internal consistency of the analysis. Reliability was ensured
through detailed documentation of the methodological process and systematic
coding of the data.
The research was conducted in accordance with the ethical principles established
by the American Educational Research Association (AERA). Informed consent
was obtained from all participants, confidentiality and anonymity of data were
guaranteed, and teachers' rights to withdraw from the study at any time were
respected. The research was approved by the relevant institutional authorities.
RESULTS
The analysis of the information collected through interviews and participant
observation allowed us to identify three main categories that emerged from the
experiences and perceptions of the participating teachers: (1) Context and
general strategies, (2) Approach to gamification, and (3) Reflection on teaching
practice.
Category 1: Context and general strategies
The participating teachers reported a predominant use of playful strategies in
their teaching practices, with games being the main tool used to motivate
students. As one of the informants stated: "Play is the tool I use in most cases to
motivate my students" (DGT1). This trend is in line with the findings of Guaman
et al. (2024), who argue that play is a fundamental element in student cognitive
development during the early years of schooling.
Teachers reported implementing guiding activities established by the Ministry of
National Education, including art, play, literature, and exploration of the
environment. According to one participant: "Guiding activities such as art, play,
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literature, and exploration of the environment, storybooks, audiovisual material,
and manipulative material. They are applied in order to guide a teaching-learning
process" (DGT2). This approach is consistent with that proposed by Araujo-Varon
(2023), who demonstrates that symbolic play functions as an effective playful-
didactic strategy for strengthening meaningful learning in preschool students.
The development of concrete materials emerged as a significant practice among
teachers, who reported creating teaching resources both individually and in
collaboration with students. This strategy of "learning by doing, building
knowledge with real and graphic materials" (DGT3) reflects the implementation
of constructivist principles in pedagogical practice, consistent with the
approaches of Montaño & Enríquez (2022) on the importance of combining
playful, sensory and experiential elements in early childhood education.
Category 2: Gamification approach
The analysis revealed significant conceptual confusion between the terms
"gamification" and "play" among the participating teachers. While some
recognised the potential of gamification, they expressed a lack of knowledge
about its specific implementation. One teacher stated, "I don't know that term"
(DGT5), while another noted, "I would need help understanding how to adapt
gamification concepts to my curriculum" (DGT8).
Despite this conceptual unfamiliarity, teachers who implemented gamified
strategies reported positive impacts on student motivation. As one participant
stated: "The application of strategies in the teaching of preschool content has a
positive effect on student motivation, making learning more interesting, inclusive,
independent, successful, and meaningful for them" (DGT4). These results are
consistent with the research of Prieto-Andreu et al. (2022), who demonstrate that
there is a direct relationship between gamification, motivation and performance
in education.
Teachers identified specific benefits of gamification in the development of
cognitive and socio-emotional skills. According to one of the informants: "The
impact on children can be seen when they manage to organise their ideas by
expressing them and solving problems, allowing them to acquire new skills that
strengthen their overall development" (DGT6). This perception is in line with the
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findings of Cuadrado-Tapia et al. (2024), who establish that gamification in
mathematics learning is an effective strategy for student participation.
Category 3: Reflection on teaching practice
The participating teachers expressed a positive attitude towards pedagogical
innovation and an interest in receiving training in gamification. As one of the
informants said: "Yes, of course this technique has helped me. All the training
they provide us with is welcome to help the students' learning process" (DGT7).
This willingness to engage in continuous training is essential for the successful
implementation of innovative strategies, as suggested by Márquez-Ramírez &
Angulo-Armenta (2024) in their state-of-the-art review on the use of gamification
in teaching practices.
However, some teachers were found to be partially resistant to change, preferring
traditional methodologies. One participant stated: "I don't know because I haven't
used it and I stick to traditional methodology" (DGT9). This resistance suggests
the need for support and training processes to facilitate the transition to more
innovative methodologies.
Teachers recognised the importance of gamification in creating dynamic and
creative environments in the classroom. According to one participant: "I use them
with the intention of creating a dynamic, creative environment and generating
excitement among students for the new learning to be incorporated" (DGT3). This
perception is consistent with the findings of Zambrano-Solórzano et al. (2022),
who argue that gamification as a teaching strategy effectively contributes to the
development of meaningful learning in early childhood education students.
Triangulation of findings
Triangulation between interview data, observations and theoretical references
confirmed the existence of a gap between theoretical knowledge about
gamification and its practical implementation in preschool classrooms. Teachers
intuitively implement gamified elements in their teaching practices, but lack the
conceptual framework necessary to optimise these strategies.
Classroom observations corroborated the predominant use of playful activities
and the incorporation of motivational elements in classes, although without a
systematic gamification structure. This situation is consistent with the findings of
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Navarro-Mateos et al. (2021), who identified that gamification in Spanish
education has proven effective but requires specific training for its proper
implementation.
PROPOSAL: GAMIFIED TEACHING MODEL FOR PRESCHOOL EDUCATION
Based on the results obtained from the analysis of teaching experiences and the
review of specialised literature, a gamified teaching model is proposed that
coherently integrates the principles of meaningful learning with game mechanics
appropriate for preschool cognitive development. The model responds to the
needs identified in the teaching practice of the participating teachers and is based
on empirical evidence on the effectiveness of gamification in early education.
The results of the study revealed that teachers intuitively implement gamified
elements in their practices but lack a systematic conceptual framework to
optimise these strategies. As one participant stated: "It is said to be a beneficial
strategy for students, I would like to learn about it and be trained in it so that I can
apply it" (DGT8). This training need underpins the importance of developing a
structured model to guide teaching practice.
Component 1: Design of contextualised playful experiences
This component is based on evidence provided by participating teachers on the
importance of creating engaging narratives that connect with student interests.
According to Araujo-Varon (2023), symbolic play is the foundation for creating
meaningful contexts that facilitate the construction of lasting knowledge in
preschool students.
The teachers in the study emphasised the importance of starting from "the
interests of the students" (DGT1) and creating experiences of "learning through
meaningful experiences" (DGT2). This practice is aligned with the principles of
contextualisation identified in the literature, where Zambrano-Solórzano et al.
(2022) demonstrate that gamification should start from students' prior knowledge
and cultural experiences.
The implementation of this component requires teachers to develop skills to
design stories, characters, and scenarios that serve as narrative frameworks,
incorporating local cultural elements and promoting student identification with the
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content presented, as suggested by the participants when emphasising the
importance of relating "what is learned to the context" (DGT3).
Component 2: Implementation of educational game mechanics
The game mechanics selected should align with the specific learning objectives
identified by the participating teachers. Based on the results of Cuadrado-Tapia
et al. (2024), mechanics are proposed that include systems of recognition for
academic achievement, progressive difficulty levels, collaborative challenges,
and symbolic rewards.
The teachers in the study expressed the importance of "teamwork" (DGT4) and
"playful-educational activities" (DGT5), highlighting the need to incorporate
collaborative mechanics. Progression through levels should be designed
considering that teachers report dedicating "time to each student" (DGT6),
recognising individual areas of proximal development.
Component 3: Gamified formative assessment
Assessment in the proposed model integrates game mechanics that turn
assessment processes into additional learning experiences. Participating
teachers expressed the importance of "motivating and valuing their efforts"
(DGT7), which is in line with the recommendations of Zambrano-Solórzano et al.
(2022) on gamified assessment that provides immediate and specific feedback.
Gamified assessment tools include knowledge exploration missions, practical
application challenges, and playful self-assessments that develop student
metacognition, responding to teachers' observations on the importance of
students being able to "organise their ideas by expressing them and solving
problems" (DGT8).
Component 4: Development of cross-curricular skills
The model recognises that preschool education should promote the
comprehensive development of students. Based on the principles identified by
Gaibor (2023) and the observations of participating teachers on the importance
of "artistic activities" (DGT9), strategies are incorporated that simultaneously
promote cognitive, socio-emotional, communicative and motor development.
Gamified activities should be designed to promote skills such as collaborative
work, creative problem solving, effective communication and emotional self-
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regulation, skills that teachers identified as fundamental when they expressed the
importance of creating "a dynamic, creative environment" (DGT1) that
strengthens "the comprehensive development of children" (DGT2).
Operational structure of the proposal
Phase 1: Contextualised gamified planning
Planning should begin with the identification of specific learning objectives and
their translation into appropriate game mechanics, considering the individual
characteristics of the student body identified by teachers. As one participant
stated: "Get to know the student, stimulate curiosity with activities" (DGT3),
establishing the importance of personalisation in the design of gamified
experiences.
During this phase, the main narratives based on student interests are established,
the most appropriate game mechanics are selected according to the available
resources ("use various resources: computer, images, games" - DGT4), and
monitoring and evaluation strategies are planned to allow for flexibility and
adaptation.
Phase 2: Interactive implementation
Implementation requires teachers to take on the roles of facilitators and
connectors, actively participating in gamified experiences. The study's findings
reveal that teachers value "active student participation" (DGT5) and the
importance of maintaining "interaction with students through music, games, and
stories" (DGT6).
During implementation, a balance must be maintained between structure and
flexibility, allowing students to explore and experiment while receiving appropriate
guidance, as suggested by Prieto-Andreu et al. (2022) in their analysis of the
relationship between gamification and motivation in education.
Phase 3: Evaluation and continuous feedback
Assessment should be integrated naturally into gamified activities, avoiding
interruptions that affect student immersion. Participating teachers emphasised
the importance of "building on children's prior knowledge" (DGT7) and "raising
questions and then resolving them" (DGT8), establishing assessment as a
continuous process of construction.
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Feedback should be specific, constructive and improvement-oriented, using
visual, narrative and playful resources to communicate assessment results in an
understandable and motivating way, as suggested by teachers when mentioning
the use of "audiovisual resources, texts with related activities" (DGT9).
Phase 4: Reflection and continuous improvement
The model includes systematic reflection processes involving teachers, students
and families. Participating teachers stated that "all training provided is welcome"
(DGT1), highlighting the importance of continuous training and reflection on
teaching practice.
Teacher reflection should include analysis of their own teaching practice,
identification of professional skills developed, and the formulation of personal
improvement plans, following the recommendations of Márquez-Ramírez &
Angulo-Armenta (2024) on the importance of continuous updating in educational
gamification.
Pedagogical implications of the proposal
Transformation of teaching practices
The results of the study reveal that the implementation of the gamified teaching
model involves significant transformations in traditional teaching practices.
Participants expressed the need to develop new skills, as one of them stated: "I
would need help understanding how to adapt gamification concepts to my
curriculum" (DGT8). This need is consistent with the findings of Montaño &
Enríquez (2022), who identify that the most effective teaching strategies in early
childhood education are those that constantly adapt to emerging student needs.
The participating teachers highlighted the importance of continuous training,
stating that "all the training provided is welcome to help the students' learning
process" (DGT7). This attitude towards professional learning is essential for
developing skills in gamified instructional design, creating engaging educational
narratives, and evaluating the effectiveness of gamified strategies.
Pedagogical transformation also involves changes in the spatial and temporal
organisation of the classroom. The teachers in the study highlighted the
importance of "varying teaching methods" (DGT6) and using "various resources:
computers, images, games" (DGT4), which requires flexible learning
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environments that allow for different modes of interaction and movement
activities.
Development of professional teaching skills
The analysis revealed that teachers need to develop specific skills in educational
gamification. According to Lardín et al. (2023), the effective integration of
technology into gamified processes requires an understanding of both the
technical possibilities and the pedagogical implications. Study participants
expressed interest in "learning about the subject, receiving training" (DGT2),
highlighting the need for specialised training.
Educators must develop skills to facilitate playful experiences, mediate conflicts
during play, and communicate effectively with students immersed in gamified
narratives. As one participant stated: "I apply them with the intention of creating
a dynamic, creative environment and generating excitement in students for new
learning" (DGT3), highlighting the importance of maintaining a balance between
pedagogical authority and playful participation.
Impact on student development
The gamified teaching model has significant implications for the comprehensive
development of preschool students. Participating teachers observed that "the
impact on children can be seen when they are able to organise their ideas by
expressing them and solving problems" (DGT6), which is consistent with the
findings of Guaman et al. (2024) on the contribution of play to student cognitive
development.
In the cognitive domain, teachers reported that gamification promotes the
development of executive functions. Game mechanics require students to keep
multiple variables in mind and adapt their strategies according to circumstances,
as one teacher observed: "Children are able to learn and solve everyday
problems, allowing them to enhance their skills" (DGT4).
Socio-emotional development is enhanced by the opportunities for collaborative
interaction that are characteristic of gamified activities. Teachers emphasised the
importance of "teamwork" (DGT5) and "playful-educational activities" (DGT1),
which allow students to learn to negotiate, share and resolve conflicts in safe play
contexts.
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Changes in educational assessment
The proposed model transforms traditional assessment approaches into
continuous, formative gamified assessment. Participating teachers expressed the
importance of "motivating and valuing their efforts" (DGT7), which aligns with the
principles of gamified assessment that provide constant feedback on student
progress.
Gamified assessment tools provide richer and more contextualised information
about student performance. As one teacher stated: "Starting from the children's
prior knowledge, generating questions and then resolving them with information
and ideas that we contribute in the classroom" (DGT8), demonstrating an
assessment approach that goes beyond the measurement of declarative
knowledge towards the assessment of applied skills.
Self-assessment and co-assessment take on central importance in the gamified
model. Students develop metacognitive skills that allow them to reflect on their
own learning, as teachers observed when they mentioned that children are able
to "organise their ideas by expressing them" (DGT6), contributing to the
development of self-regulation and personal responsibility.
Limitations of the proposal
This study has limitations related to its scope and specific context. The research
was conducted in a single educational institution in Bucaramanga, Colombia,
which may limit the generalisation of the results to other geographical and
sociocultural contexts. As recognised by Pazmiño-Arcos et al. (2024),
sociocultural characteristics significantly influence the effectiveness of
educational strategies, so the proposed model requires appropriate contextual
adaptations.
The sample of nine teachers, although appropriate for a phenomenological study,
represents a specific group of educators with particular characteristics in terms
of training and experience. According to Ramírez-Benavides (2024), the
effectiveness of gamified tools may vary according to teacher competencies and
attitudes, suggesting the need for studies with a greater diversity of participants.
The qualitative approach of the study, although appropriate for understanding
teachers' experiences and perceptions, does not allow causal relationships to be
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established between the implementation of the gamified model and specific
student learning outcomes. As Screpnik et al. (2023) point out, evaluating the
impact of gamification requires research designs that combine qualitative and
quantitative methods.
Impact on student development
The proposed gamified teaching model has significant implications for the
comprehensive development of preschool students. Based on the results of
Guaman et al. (2024), the systematic implementation of gamified strategies is
expected to contribute to cognitive, socio-emotional, communicative and motor
development in an integrated manner.
In the cognitive domain, gamification promotes the development of executive
functions such as sustained attention, working memory, cognitive flexibility, and
inhibitory control. Game mechanics require students to keep multiple variables in
mind, adapt their strategies according to circumstances, and regulate their
impulses to achieve long-term goals.
Social-emotional development is enhanced by the opportunities for collaborative
interaction that characterise gamified activities. Students learn to negotiate,
share, resolve conflicts, and celebrate collective achievements. Gamified
narratives also provide safe contexts for exploring emotions, developing empathy,
and building personal identity.
Changes in educational assessment
The proposed model radically transforms traditional assessment approaches.
Gamified assessment is characterised by its continuous, formative, and
motivating nature. Students receive constant feedback on their progress, allowing
them to adjust their learning strategies in real time.
Gamified assessment tools provide richer and more contextualised information
about student performance. Rather than measuring declarative knowledge alone,
these tools assess applied competencies, problem-solving skills, and the ability
to transfer knowledge to new contexts.
Self-assessment and co-assessment take on central importance in the gamified
model. Students develop metacognitive skills that allow them to reflect on their
own learning, identify strengths and weaknesses, and set personal goals for
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improvement. This evaluative autonomy contributes to the development of self-
regulation and personal responsibility.
Limitations of the study
This study has limitations related to its theoretical nature. Although the proposed
model is based on empirical evidence available in the specialised literature, it
requires practical validation through implementation and evaluation processes in
real contexts. The effectiveness of the model must be verified through
experimental research that measures its impact on specific learning and
development variables.
The literature review was limited to sources available in Spanish, which may have
excluded relevant research published in other languages. This limitation suggests
the need to broaden the analysis to include international literature that could
enrich the understanding of the phenomenon studied.
The specific cultural context of the research analysed (mainly Latin American)
may limit the generalisation of the results to other geographical and cultural
contexts. Sociocultural characteristics significantly influence the effectiveness of
educational strategies, so the proposed model requires appropriate contextual
adaptations.
Considerations for implementation
The successful implementation of the gamified teaching model requires
favourable institutional conditions adapted to the reality of the Colombian
education system. Educational institutions must provide appropriate
technological resources that take into account the common budgetary constraints
in the national education sector, flexible physical spaces that can be adapted with
local resources, and sufficient time for the planning and development of gamified
activities. In contexts where technological resources are limited, teacher creativity
and the use of local and recyclable materials should be prioritised to create
effective gamified experiences.
Teacher training is a fundamental requirement for effective implementation,
considering that many educators in the country have not had access to
specialised training in gamification. Educators need training opportunities in
educational game design, the use of appropriate technologies available in the
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national context, and gamified assessment strategies. This training should be
ongoing and accompanied by mentoring and institutional support processes that
take into account the working and economic realities of Colombian teachers.
Family participation is another determining factor for the success of the model,
especially relevant in a society where the extended family plays a central role in
children's education. Families must understand the principles and benefits of
educational gamification in order to consistently support the processes developed
in the classroom. Communication and family training strategies are needed that
respect the different educational levels of caregivers and use communication
channels that are accessible to different socioeconomic contexts.
Ethical considerations
The implementation of gamified strategies in preschool education must consider
ethical aspects related to the manipulation of student motivation, which are
particularly relevant in contexts where socioeconomic conditions can influence
child vulnerability. It is important to ensure that game mechanics promote genuine
intrinsic motivation and not dependence on external rewards that may affect the
development of personal autonomy, considering that many children in the
national context may come from environments where immediate gratification is
not always possible.
Equity in access to gamified experiences is another fundamental ethical
consideration in the context of a country with marked socioeconomic inequalities.
All children should have equal opportunities to participate in gamified activities,
regardless of their individual characteristics, family contexts, or technological
capabilities. Inclusion strategies are required to ensure universal participation
and prevent exclusion based on access to specific technologies or materials.
Student privacy and data protection must be considered when using digital
technologies in gamified processes, which is especially important in a context
where personal data protection regulations in education are still developing.
Institutions should implement appropriate protocols to protect students' personal
information and ensure the ethical use of educational technologies, taking into
account national regulations and the fundamental rights of minors.
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CONCLUSION
The development of a gamified teaching model to promote meaningful learning
in preschool students responds to contemporary pedagogical needs identified in
the specialised literature. The synthesis of the research analysed demonstrates
that gamification, when implemented appropriately, can positively transform
educational processes at the early level.
The proposed model coherently integrates principles of meaningful learning with
game mechanics appropriate for preschool development. Its four fundamental
components (design of contextualised playful experiences, implementation of
educational game mechanics, gamified formative assessment, and development
of cross-curricular skills) provide a comprehensive structural framework for
pedagogical practice.
The pedagogical implications of the model transcend the implementation of
specific techniques and demand profound transformations in teachers'
conceptions of teaching, learning, and assessment. Educators must develop new
professional competencies that enable them to design, implement, and evaluate
effective gamified experiences.
The theoretical results suggest that the systematic application of the model can
contribute significantly to the comprehensive development of preschool students.
Students exposed to structured gamified methodologies are expected to show
higher levels of motivation, engagement, knowledge retention, and cross-cutting
skills development.
The limitations identified in the study indicate the need for empirical research to
validate the effectiveness of the model in real contexts. Experimental studies are
needed to measure the specific impact of each component of the model on clearly
defined learning and development variables.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the
research.
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ACKNOWLEDGEMENTS
To the Nuestra Señora del Pilar Educational Institution, located in the city of
Bucaramanga, Santander, Colombia.
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