Gamification and formative assessment in the subject of mathematics through a web 2.0 tool

Abstract

The study aimed to understand gamification, formative evaluation in a web2.0 tool, and its improvement in the educational practice of mathematics in a digital context. The research was contextualized within the qualitative approach, the type was action research. The sample consisted of 30 students and a teacher from an Educational Institution located in the city of Cúcuta, Colombia. The instruments used were a questionnaire on a Likert scale of five alternatives to evaluate the perception of the students in relation to the gamification strategy; formative evaluation reports and feedbacks. Also, observation was used for qualitative data. It was found that the formative evaluation in a Web tool of the mathematics subject in a non- playful and gamified environment   depends on the feedback methods used by the teacher in responding to the concerns and requests presented by the students. It was concluded that the more gamification increases in its elements and the formative evaluation in the digital context, the more significantly the learning of mathematics changes.