This research investigates the lack of motivation among eighth and ninth-grade students at the Soacha Institution to Live Better, which leads to high rates of school dropout and apathy towards academic activities. The study analyzed pedagogical and psychological theories on the role of motivation in learning, explored the causes of demotivation with students and teachers, identified motivational strategies for students, and proposed "gamification" as a teaching methodology to incorporate games into the school environment, positively impacting students' attitudes. The qualitative approach allowed for the identification of perceptions of students and teachers about the causes of demotivation and their contrast with the researcher's observations. Data analysis involved categorization based on a matrix with categories such as the fundamentals of learning motivation, its causes and characteristics, motivational factors, and the curricular proposal to generate motivation. Key findings include students listing several negative attitudes as factors leading to demotivation and distinguishing qualities necessary for academic success, but emphasizing the need for personal dimension training to achieve skills that foster self-regulation, self-efficacy, self-valuation, willpower, and behaviors for achieving school and personal goals. Additionally, it is necessary to train teachers in "gamification," a Web 2.0 tool to help students learn through play. Keywords: Motivation, interest (learning), Student behavior, Student-teacher relationship, Educational game.This research investigates the lack of motivation among eighth and ninth-grade students at the Soacha Institution to Live Better, which leads to high rates of school dropout and apathy towards academic activities. The study analyzed pedagogical and psychological theories on the role of motivation in learning, explored the causes of demotivation with students and teachers, identified motivational strategies for students, and proposed "gamification" as a teaching methodology to incorporate games into the school environment, positively impacting students' attitudes. The qualitative approach allowed for the identification of perceptions of students and teachers about the causes of demotivation and their contrast with the researcher's observations. Data analysis involved categorization based on a matrix with categories such as the fundamentals of learning motivation, its causes and characteristics, motivational factors, and the curricular proposal to generate motivation. Key findings include students listing several negative attitudes as factors leading to demotivation and distinguishing qualities necessary for academic success, but emphasizing the need for personal dimension training to achieve skills that foster self-regulation, self-efficacy, self-valuation, willpower, and behaviors for achieving school and personal goals. Additionally, it is necessary to train teachers in "gamification," a Web 2.0 tool to help students learn through play. Keywords: Motivation, interest (learning), Student behavior, Student-teacher relationship, Educational game.