GAMIFICATION AND ONLINE GAMES AS EFFECTIVE STRATEGIES FOR STRENGTHENING MATHEMATICAL COMPETENCIES IN STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Abstract

This study addresses the paucity of research on teaching mathematics through gamification in students with attention deficit hyperactivity disorder (ADHD). It is proposed to carry out a bibliographic review of gamification as a teaching tool in mathematics with children who have ADHD, evaluating its contribution in the classroom. The general objective is to identify how gamification impacts the teaching of mathematics in children with ADHD in basic education, by reviewing scientific publications from 2010 to 2022. The methodology used consists of a meta-analysis of 58 scientific articles found in various databases. academic data. A hermeneutic analysis of three main constructs is carried out: gamification in the educational field, gamified teaching of mathematics in basic education students and ADHD in the educational environment. The results focus on identifying how gamification contributes to the teaching of mathematics in children with ADHD. Gamification has generated significant advances in the learning of these children, improving their motivation, concentration and interest in the subject. It is highlighted that gamification becomes an attractive tool for teachers and contributes significantly to the benefit of learning, offering opportunities to improve the academic performance of students with ADHD.

Keyword: Special education, educational strategies, formal education.