The effects of a gamified project based on historical thinking on the academic performance of primary school children

Abstract History education research has long defended a transformation of the teaching and learning process in order to overcome repetitive conceptual history, advocating an approach based on development historical thinking. Gamification is innovative educational tool which may facilitate thinking concepts classroom. The objective this quasi-experimental was verify whether history 4th year primary school children improved following implementation gamified project classroom compared with control group followed traditional methodology. For purpose, learners completed mixed performance test before after intervention. results showed significant differences intergroup (posttest) intragroup (pretest–posttest) comparisons. This serve as reference point for promoting gamification classroom, orienting teacher training programmes towards epistemological methodological change.