Abstract
The aim of this research was to identify the main challenges that Architecture teachers face when integrating gamification into their teaching activities, with the intention of offering recommendations and strategies to improve their adaptability and effectiveness in the educational environment. A study involving 25 teachers from the Universidad Nacional de Chimborazo was carried out through purposive sampling. The results revealed challenges such as alignment of objectives and activities, adaptation of content and integration of feedback. A mixed non-experimental, cross-sectional cohort approach was adopted, using surveys with 21 closed-ended questions and a reliability coefficient of 0.720. These surveys, all non-parametric, allowed for a Spearman correlation analysis, which supported the effectiveness of gamification in stimulating interdisciplinarity, knowledge integration and competence development. This finding could motivate teachers to seek training in this area. As a result, the development of a didactic guide containing guidelines, platforms and usage guidelines for the effective application of gamification in the classroom is proposed.
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