Gamification as a didactic strategy in a digital literancy: Case study for incacerated individuals

Currently, gamification has achieved to improve the commitment, performance and the motivation of users by carrying the development of a specific task that uses and incorporates gaming and interactivity elements which allow that each of tasks to be more attractive. This is how gamification has been able to be applied inside of software engineering with the goal of increasing better results and the commitment of software developers. This is how gamification has been calling the attention in all academic fields as well as professional ones. It also has turned into a partially contradictory concept as it by itself faces a division in their underdeveloped theoretical foundations, academic value and delimited directives that are standardized for their independent application of their environment. The technology has been seen reflected in the actions that the human being develops by creating a system of social, cultural, and labor interrelations; therefore, education as a social event searches for the integral formation of the human beings, especially vulnerable groups such as incarcerated individuals who have been cast away from society for breaking some law or rule by means of been convicted to correctional facilities. They are relegated from activities useful to improve their life project and to be reinserted into society. In this paper we feature the development of a piece of multimedia didactic material for digital literacy, which is focused on the Ambato-Ecuador case study incarcerated individuals who mostly opt to take traditional workshops that are sometimes taken as distractors and not as endeavors for their reinsertion in the workforce. The research is based on an experimental methodology applied to a random sample to whom a pre-Test was applied, and after the experiment insertion a post-Test which is meant to identify the progress attained with the introduction of this didactic material through gamification techniques.