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Using the D-S-F[IR] proposal—combining dynamics, strategies, feedback, and interactive reinforcement—the research replicated gamified pedagogical phases with virtual applications and follow-up verbal interactive support over 60 reinforcement sessions. Results from performance tests showed significant improvements in mathematics cognition and in science and communication, with no clear differences between experimental groups, supporting gamification as a driver of reduced low cognitive performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-feedback-dynamics-and-mixed-gamification-on-cognitive-underachievement-in-school/600437/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-feedback-dynamics-and-mixed-gamification-on-cognitive-underachievement-in-school/600437.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What intervention did the study use to apply mixed gamification?","Question",{"text":112,"@type":113},"It used the D-S-F[IR] proposal, combining dynamics, strategies, feedback, and interactive reinforcement, delivered through gamified pedagogical phases with virtual applications and follow-up verbal interactive reinforcement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study implemented and for how long?",{"text":117,"@type":113},"It consisted of 60 reinforcement sessions, implemented over about 8 months, involving 140 students with low cognitive performance who were randomly assigned to experimental and control groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes improved according to the performance tests?",{"text":121,"@type":113},"Significant gains were reported for mathematics cognitive performance and for performance in science and communication, although experimental groups did not differ clearly from each other.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600437,1792210621,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(1), ep551 ISSN: 1309-517X (Online)  \nEffects of feedback dynamics and mixed gamification on cognitive underachievement in school  \nJhon Holguin-Alvarez 1*  \n 0000-0001-5786-0763  \nJuana Cruz-Montero 2  \n 0000-0002-7772-6681  \nJenny Ruiz-Salazar 3  \n 0000-0001-9882-3133  \nRaquel Leonor Atoche Wong 3  \n 0000-0002-9053-2697  \nIrene Merino-Flores 2  \n 0000-0003-3026-5766  \n1 CIBRAMEP Group, Universidad César Vallejo, Lima, PERU  \n2 CIBRAMEP Group, Universidad César Vallejo, Piura, PERU  \n3 CIBRAMEP Group, Universidad Nacional Federico Villarreal, Lima, PERU  \n* Corresponding author: [jholguin@ucv.edu.pe](jholguin@ucv.edu.pe)  \nCitation: Holguin-Alvarez, J., Cruz-Montero, J., Ruiz-Salazar, J., Atoche Wong, R. L., & Merino-Flores, I. (2025) . Effects of feedback dynamics and mixed gamification on cognitive underachievement in school. Contemporary Educational Technology, 17(1), ep551. [https://doi.org/10.30935/cedtech/15717](https://doi.org/10.30935/cedtech/15717)  \nARTICLE INFO ABSTRACT  \n\n| Received: 23 Jul 2024\u003Cbr>Accepted: 6 Nov 2024\u003Cbr>INTRODUCTION | The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a followup verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring) . The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG[1] = 47; EG[2] = 47; CG = 46) . The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p \u003C 0.05) . A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p \u003C 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.\u003Cbr>Keywords: gamified learning, cognitive processes, learning to read, mathematical skills, scientific competences |\n| --- | --- |\n\nFace-to-face education was affected globally by COVID-19 between 2020 and 2021, more than 30% of students took virtual classes, 52% of students and teachers used open access software, and 30% did not have  \naccess to the Internet (United Nations Children’s Fund [UNICEF], 2022) . In Spain, less than 50% had digital tablets (UNICEF, 2024), and 90% of Brazilian students learned through video platforms (United Nations Educational Scientific and Cultural Organization [UNESCO], 2023) . In addition, more than 400 million children relied on radio and television to educate themselves at home (World Bank, 2022). Although, in 2023, initiatives such as Giga and the UNICEF-ITU Passport helped bridge the education gap for 700,000 students (UNICEF, 2021), more than 90% of Peruvian students aged 6–11 years ended up being educated at home (National Institute of Statistics and Informatics [INEI], 2020) .  \nThe ‘Aprendo en Casa’ program was limited, with only 40% of households having a mobile device without free in","cbCaihmvSmiafu54","https://ap.wps.com/l/cbCaihmvSmiafu54","pdf",594651,25,"English","# Introduction\n## Gamification and educational challenges during COVID-19\n## Evidence for social and cultural impacts of play\n# Research design and results\n## D-S-F[IR] intervention and reinforcement sessions\n## Improvements in mathematics, science, and communication\n## Interpretation and conclusion","[{\"question\":\"What intervention did the study use to apply mixed gamification?\",\"answer\":\"It used the D-S-F[IR] proposal, combining dynamics, strategies, feedback, and interactive reinforcement, delivered through gamified pedagogical phases with virtual applications and follow-up verbal interactive reinforcement.\"},{\"question\":\"How was the study implemented and for how long?\",\"answer\":\"It consisted of 60 reinforcement sessions, implemented over about 8 months, involving 140 students with low cognitive performance who were randomly assigned to experimental and control groups.\"},{\"question\":\"What learning outcomes improved according to the performance tests?\",\"answer\":\"Significant gains were reported for mathematics cognitive performance and for performance in science and communication, although experimental groups did not differ clearly from each other.\"}]","Effects of feedback dynamics and mixed gamification on cognitive underachievement in school | PDF",1792090691,63]