University students' perceptions of didactic and recreational games in learning and educational inclusión

Abstract

This study described university students' perceptions of the use of didactic and recreational games and their contribution to learning and inclusive educational practices. A quantitative, descriptive, non-experimental, and cross-sectional design was used. The population comprised 28 seventh-semester Forestry Engineering students at the State University of Southern Manabí; a non-probability convenience sample of 10 students participated. The Didactic Strategies and Educational Inclusion Questionnaire was administered online. It included 15 indicators grouped into three dimensions and rated on a five-category frequency scale. Data were analyzed using frequencies, percentages, and descriptive means. Favorable responses -always and almost always- reached 58% for the use and adaptation of games, 60% for cognitive, social, and emotional skills, and 64% for motivation, participation, and learning. The highest-rated indicators were a respectful and inclusive classroom climate, social respect, integration of students with learning difficulties, and stress reduction. It is concluded that perceptions were predominantly favorable, although frustration management and the use of physical games showed room for improvement. Given the sample size and selection procedure, the findings constitute an exploratory diagnosis and do not support causal claims or institutional generalization.