Estrategias lúdicas frente al desinterés académico en el segundo grado de Educación Básica: un abordaje pedagógico

Abstract

Abstract

Academic disengagement in the early stages of Basic Education represents a critical barrier to skill development and school retention. This article analyzes the impact of a pedagogical intervention based on play-based learning and gamification to mitigate demotivation among second-grade students in an Ecuadorian educational institution. Adopting a mixed-methods approach with a descriptive-applied scope, a comprehensive diagnosis was conducted involving students, teachers, and legal guardians through interviews, surveys, and participant observation. The results reveal a significant gap between traditional expository methodology, which generated zero student interest, and play-based strategies, which achieved an absolute positive response. The study demonstrates that the systematic implementation of play-based activities not only increases student engagement by 50% according to teacher perception but also acts as a catalyst for emotional well-being and collaborative learning. It is concluded that overcoming school disinterest requires an institutional transition toward active pedagogical models that align the cognitive needs of the elementary level with structured and intentional play-based methodologies.