The present work exposes the research carried out with the second-grade students of the Aspaen Corales school of the municipality of Puerto Colombia, department of the Atlantic (Colombia). The main objective of this work was to propose a gamified educational resource that aims at strengthening the competence of STEM Computational Thinking (Science, Technology, Engineering, and Mathematics) in each of its phases (abstraction, decomposition, patterns, algorithms and debugging). To achieve this recognition, a diagnostic test is applied, which allows the recognition of the particular needs of the sample. The methodology was framed in the mixed research approach. For the diagnostic test, a 25-question form was made on the Microsoft Forms platform, which was applied virtually to the sample selected for the investigation. For the elaboration of the didactic proposal, the STEM approach was considered, as well as the linkage of the Sustainable Development Goal (SDG) No 14, so the conceptualization of the resource revolved around a problem developed in the oceans, considering gamified didactic strategy as the main structural component. The strategy provides scenarios with scores, missions and challenges that lead the student to strengthen important processes within computational thinking. For the analysis of the results, a structured rubric with 4 levels of performance was prepared for each of the phases of Computational Thinking. Regarding the results obtained, the phases with greater development, located specifically at the master level, are abstraction with 69% of the sample, followed by patterns with 57% and algorithm with 46%. In turn, within the phases with the opportunity for improvement, the purification phase is established as a priority with a high need for intervention, with 26% at the apprentice level and also, the decomposition phase, a 37% for the junior level.