Diseño e implementación de estrategias didácticas digitales fundamentadas en aprendizaje basado en juegos para fortalecer las competencias de ciencias sociales y ciudadanas en estudiantes de grado 1103 de la I. E. Pablo Neruda.

Abstract

Low performance in Social Sciences and Citizen Competencies on the Saber 11 standardized tests continues to be a persistent challenge across various Colombian educational contexts. At the Pablo Neruda Educational Institution in Medellin, this area recorded one of the lowest averages during 2025 compared to the other evaluated subjects. Based on institutional observation and the application of diagnostic instruments, associated factors were identified, such as student lack of motivation, memorization-centered methodologies, reading comprehension difficulties, and complex social conditions affecting academic processes. In response to this problem, the objective of this research was to implement digital didactic strategies based on Game-Based Learning (GBL). These strategies were aimed at strengthening the skills of social thinking, interpretation and analysis of perspectives, reflective thinking, and systemic thinking in eleventh-grade students, with the ultimate purpose of improving their performance on the Saber 11 tests. The research was developed using a mixed-methods approach with a qualitative predominance, articulated with Participatory Action Research and operationalized through the Design Thinking methodology. 25 students from the 1103 grade level at the Pablo Neruda Educational Institution participated. The instruments applied included a diagnostic survey, empathy map, problem tree, field diaries, and a Saber 11-type test administered as a pretest and postest. The intervention was carried out over six sessions using Moodle and digital resources developed in Kahoot, Educaplay, Genially, and Wayground. The results showed significant improvements in the group's academic performance. All students who completed the process increased their scores, with progress ranging between 10 and 60 points. The greatest progress was recorded among students with low initial performance, shaping a leveling effect that helped reduce internal learning gaps. Likewise, the qualitative analysis allowed the identification of transformations related to increased motivation, progressive technological appropriation, the strengthening of interpretation skills, and the development of competencies associated with solving Saber 11-type questions.