The present study analyzes the impact of didactic innovation on improving student participation within teaching processes. Starting from the theoretical framework of contemporary authors in pedagogy and educational technology, active strategies—such as the use of digital tools and playful dynamics—were implemented in a payroll calculation course taught at the popular library “Eliel Aragón” in the city of Neuquén. The research, utilizing a qualitative approach and an observation and intervention design, sought to increase student participation by at least 75%. The results demonstrated an increase from 40% to 80% in the active intervention of students following teacher training oriented toward the use of innovative methodologies. It was evidenced that student-centered learning, mediated by technology and play, favors motivation, comprehension, and critical thinking. While the findings confirm the relevance of pedagogical innovation for raising educational quality, limitations derived from the small sample size and the specific context of the study are recognized. It is recommended that future research be expanded to different educational areas and levels, in order to validate the sustainability and generalization of these results.