Teaching strategy to promote participation in general didactics

Abstract

This study aimed to design a didactic strategy that promotes active participation in the teaching-learning process of the subject General Didactics among third-semester students of the Education program at the State University of the South of Manabí, Ecuador. This applied research, with a qualitative approach and an exploratory-descriptive design, was conducted with 35 students from a specific third-semester group. A diagnostic questionnaire was administered to identify levels of motivation and participation in virtual classes, revealing irregular student engagement. In response to these findings, the strategy “Gamifying Learning with ERCA” was developed, integrating the phases of the ERCA model with creative dynamics and the use of technology. Its implementation demonstrated a significant increase in student participation and improvement in knowledge acquisition. It is concluded that a gamified approach in higher education effectively contributes to the development of professional, communicative, and pedagogical skills in future education professionals.