The objective of this research was to analyze the perception of students regarding the impact of gamification on their learning and academic performance in the "Teaching Workshops" course of the Bachelor's program in Computer Science at the University of Nariño. The study aimed to understand the students' experience and how gamification contributes to their performance, highlighting that its characteristics surpass traditional methodologies focused on repetition and memorization. The research used a mixed-methods approach with a sample of 30 individuals. A workshop was conducted to identify the interests of the students, which facilitated the integration of gamification by emphasizing elements such as objectives, narrative, challenges, characters, badges, and feedback. Positive effects, such as increased motivation, skill development, improved learning, enhanced digital skills, and teamwork, were identified. However, challenges related to time management, resistance to change, and disparities in digital skills also emerged. To assess the students' knowledge, a pretest and posttest were administered on three complex topics: curriculum planning, descriptive education, and extended education. Before the gamification intervention, the average knowledge level was 8%, which increased to 93% after the intervention, showing an 85% improvement. Additionally, the grades of previous year groups (2020-2023) were compared, revealing a 13.2% increase in the 2024 group.

We present a study on creation, orality and dramatic arts applied in early childhood education, in a center in the metropolitan area of Barcelona. Based on three popular tales, a didactic design was developed that included two main parts: a creative storytelling process and a literary workshop. This proposal combined the use of oral language, dramatic resources and imagination. The results of the study indicate that the applied design encourages motivation, linguistic development and comprehension of texts, while also sensitizing students artistically and literarily.

The advancement of technology in educational contexts, especially through the use of mobile devices and applications, has significantly transformed the educational landscape. For these reasons, the objective was to evaluate the level of agreement among the evaluators on a mobile application designed to learn the basic concepts of music. To this end, a methodology based on the Intraclass Correlation Coefficient (ICC) and ANOVA analysis with Friedman as the main analysis techniques was used. The study used a specific instrument to evaluate mobile music education apps. The sample was composed of 60 music teachers, of which 28 were university professors and 32 were primary school teachers. The results showed a high level of agreement among all the assessors, demonstrating strong consistency and reliability in the evaluations carried out. These findings support both the robustness of the evaluations issued on the mobile application and the high reliability of the instrument used for its evaluation.