Impact of gamification on learning ecuadorian traditional music in eighth-grade students

Abstract

This article analyzes the impact of gamification on learning Ecuadorian traditional music in eighth-grade students of Basic General Education. The study arises from the problem of limited student interest and low participation in artistic and cultural content, particularly those related to national musical heritage. To evaluate whether the use of interactive digital tools, such as Educaplay, could enhance motivation, knowledge retention, and appreciation of traditional music, a quasi-experimental pretest-posttest study was designed with a group of 13 students. The instructional intervention, structured through quizzes, matching games, active listening, and creative projects, demonstrated significant improvements in participation, content comprehension, and intrinsic motivation. Although the increase in deep interest toward traditional music was not uniform, an attitudinal openness toward its cultural value was observed. It is concluded that gamification, when applied with pedagogical intentionality, not only optimizes the learning environment but also strengthens students’ emotional connection with local cultural expressions. These results confirm the potential of gamification as an innovative strategy to meaningfully integrate art, technology, and cultural identity into the school curriculum.