Gamification : a mission to foster students’ engagement and interaction in the EFL classroom.
El presente trabajo de grado da cuenta de una investigación acción participativa en un aula de quinto grado del IED Domingo Faustino Sarmiento, sede B en la ciudad de Bogotá. Este proyecto se basó en la promoción de la participación y motivación de los estudiantes mediante el uso de la estrategia de...
- Autores:
-
Esquivel Gómez, Laura Milena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10368
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10368
- Palabra clave:
- Gamification
Game principles
Game mechanics
Interaction
Engagement
Involvement
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Gamification : a mission to foster students’ engagement and interaction in the EFL classroom. |
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Gamification : a mission to foster students’ engagement and interaction in the EFL classroom. |
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Gamification : a mission to foster students’ engagement and interaction in the EFL classroom. Gamification Game principles Game mechanics Interaction Engagement Involvement |
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Gamification : a mission to foster students’ engagement and interaction in the EFL classroom. |
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Gamification : a mission to foster students’ engagement and interaction in the EFL classroom. |
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Esquivel Gómez, Laura Milena |
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Montaño Moreno, Johanna |
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Esquivel Gómez, Laura Milena |
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Gamification Game principles Game mechanics Interaction Engagement Involvement |
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Gamification Game principles Game mechanics Interaction Engagement Involvement |
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El presente trabajo de grado da cuenta de una investigación acción participativa en un aula de quinto grado del IED Domingo Faustino Sarmiento, sede B en la ciudad de Bogotá. Este proyecto se basó en la promoción de la participación y motivación de los estudiantes mediante el uso de la estrategia de gamificación en el aula con el fin de mejorar su interacción durante la clase de inglés como lengua extranjera. Lo anterior, dado que el diagnóstico reveló que la principal dificultad de los estudiantes era comunicarse usando la lengua extranjera. Como conclusión, se determinó que, mediante la estrategia de gamificación, los estudiantes encontraron una buena fuente de motivación para desarrollar sus habilidades de interacción en clase a través de las actividades planteadas que les permitieron acercarse a un uso real de la lengua conociendo su entorno y comunicando sus propias ideas. |
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Allazzam, M. (2015). Learning from Dewey and Vygotsky Perspective. International Journal of Scientific & Engineering Research, 1854-1867. Blandford, A. (2013). Semi-Structured Qualitative Studies. The Encyclopedia of Human-Computer Interaction. Brown, H. (1994). Teaching by Principles. New Jersey: Prentice Hall. Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Biblomotion. Burns, A. (2005). Handbook of research in second language teaching and learning. Mahwah: Lawrence Erlbaum Associates. Chou, Y.-K. (2013). Gamification Framework: Gamification & Behavioral Design. Retrieved from http://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/ Darling, H., & McLaughlin. (1995). Policies that support professional development. Delgado, J., & Chapetón, M. (2015). Getting the Picture of Iconography: An innovative way to teach English to young learners. Bogotá: Aula. Denzin, N., & Lincoln. (2005). Handbook of qualitative research. California: Thousand Oaks. Dinçer, A., Yeşilyurt, S., & Demiröz, H. (2017). Multidimensional classroom engagement in EFL contexts. Turkey. Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge Language Teaching Library. Driscoll, D. (2011). Introduction to Primary Research:. Writing spaces : readings on writing. Ellis, R., & Barkhuizen, G. (2005). Analyzing Learner Language. Oxford: Oxford University Press. Emerson, R., Shaw, L., & Fretz, R. (1995). Writing Ethnographic Field Notes. Contemporary Sociology. Europe, C. o. (2011). Common European Framework of Reference for Languages (CEFR). Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages/levels Garland, C. (2015). Gamification and Implications for Second. St. Cloud State University. Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books. Grund, K. (2015). How game and game elements facilitate learning: a literary review. Lecture Notes in Informatics, University of Ausburg, 1279-1293. Halliday, M. (1979). El lenguaje como semiótica social: la interpretación social del lenguaje y del significado. México : Fondo de Cultura Económica. Herazo, J. (2010). Authentic Oral Interaction in the EFL Class:. Profile: Issues in Teachers´ Professional Development, 47-61. Hernández, D. (1993). El currículo: una construcción permanente. Revista Educación y Cultura. CEID-FECODE. Hine, G. (2013). The importance of action research in teacher education. Issues in Educational Research, 151-163. Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in. Journal of College Science Teaching, 42-47. Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer. Martin, J., & Torres, A. (2016). What is student engagement and why is it important? National Association of Independent Schools. MEN. (2006). Publicaciones: Ministerio de Educación Nacional. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-115174.html?_noredirect=1 Mohseni, A., & Rahmanpanah, H. (2017). Engagement and Motivation in EFL Classroom: Humanizing the Coursebook. journal of Language and Translation, 69-88. Morris, M., Leung, K., Ames, D., & Lickel, B. (1999). Views from inside and outside: integrating emic and etic insights about culture and justice judgment. Academy of Managment Review, 781-796. Moyal, D. (Without date). Coming to Language: Wittgentein's Social "Theory" of Language Acquisition. 291-313. Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 307-322. Oxford, A. (2016). OXAN. Retrieved from https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6 Parkinson, G., & Drislane, R. (2011). Online dictionary of the social sciences. Retrieved from http://bitbucket.icaap.org/dict.pl Pink, D. (2009). Drive: The Surprising Truth About What Motivates Us. Riverhead Books. Reeve, J. (2009). Understanding motivation and emotion. Hoboken, NJ: Wiley. Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. Handbook of Research on Student Engagement, 149-172. Sarmiento, I. D. (n.d.). Principios Institucionales: Dofasa. Retrieved from https://dofasa2017.webnode.com.co/principios-institucionales/ Shpancer, N. (2004). What Makes Classroom Learning a Worthwhile Experience? The Nea Higher Education Journal, 23-35. Skinner, E., Kindermann, T., & Furrer, C. (2009). A Motivational Perspective on Engagement and Disaffection. Educational and Phsychological Measurement, 493-525. Triana, J. (2014). Gamification: Gameful Design of Engaging Environments and Activities for Communicative Skills. Bogotá: Universidad Pedagógica Nacional. Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. United States of America: Harvard University Press. Willig, C. (2013). Introducing Qualitative Research in Psychology. New York: Open University Press. Yi, F. (2006). EFL classroom management: Creating a positive climate for learning. Retrieved from wlkc.nbu.edu.cn/jpkc_nbu/daxueyingyu/download/013.pdf Yufrizal, H. (2001). Negotiation of Meaning and Language Acquisition by Indonesia EFL Learners. TEFLIN Journal, 60-87. Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. English Language Teaching, 91-100. |
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Montaño Moreno, JohannaEsquivel Gómez, Laura Milena2019-09-12T14:08:02Z2019-09-12T14:08:02Z2019TE-23309http://hdl.handle.net/20.500.12209/10368instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente trabajo de grado da cuenta de una investigación acción participativa en un aula de quinto grado del IED Domingo Faustino Sarmiento, sede B en la ciudad de Bogotá. Este proyecto se basó en la promoción de la participación y motivación de los estudiantes mediante el uso de la estrategia de gamificación en el aula con el fin de mejorar su interacción durante la clase de inglés como lengua extranjera. Lo anterior, dado que el diagnóstico reveló que la principal dificultad de los estudiantes era comunicarse usando la lengua extranjera. Como conclusión, se determinó que, mediante la estrategia de gamificación, los estudiantes encontraron una buena fuente de motivación para desarrollar sus habilidades de interacción en clase a través de las actividades planteadas que les permitieron acercarse a un uso real de la lengua conociendo su entorno y comunicando sus propias ideas.Submitted by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-12T14:07:38Z No. of bitstreams: 1 TE-23309.pdf: 5145335 bytes, checksum: 278800e3380cd52bffc06c8cdf6d3a4e (MD5)Approved for entry into archive by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-12T14:08:02Z (GMT) No. of bitstreams: 1 TE-23309.pdf: 5145335 bytes, checksum: 278800e3380cd52bffc06c8cdf6d3a4e (MD5)Made available in DSpace on 2019-09-12T14:08:02Z (GMT). No. of bitstreams: 1 TE-23309.pdf: 5145335 bytes, checksum: 278800e3380cd52bffc06c8cdf6d3a4e (MD5)Licenciado en Español e InglésTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalGamificationGame principlesGame mechanicsInteractionEngagementInvolvementGamification : a mission to foster students’ engagement and interaction in the EFL classroom.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAllazzam, M. (2015). Learning from Dewey and Vygotsky Perspective. International Journal of Scientific & Engineering Research, 1854-1867.Blandford, A. (2013). Semi-Structured Qualitative Studies. The Encyclopedia of Human-Computer Interaction.Brown, H. (1994). Teaching by Principles. New Jersey: Prentice Hall.Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Biblomotion.Burns, A. (2005). Handbook of research in second language teaching and learning. Mahwah: Lawrence Erlbaum Associates.Chou, Y.-K. (2013). Gamification Framework: Gamification & Behavioral Design. Retrieved from http://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/Darling, H., & McLaughlin. (1995). Policies that support professional development.Delgado, J., & Chapetón, M. (2015). Getting the Picture of Iconography: An innovative way to teach English to young learners. Bogotá: Aula.Denzin, N., & Lincoln. (2005). Handbook of qualitative research. California: Thousand Oaks.Dinçer, A., Yeşilyurt, S., & Demiröz, H. (2017). Multidimensional classroom engagement in EFL contexts. Turkey.Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge Language Teaching Library.Driscoll, D. (2011). Introduction to Primary Research:. Writing spaces : readings on writing.Ellis, R., & Barkhuizen, G. (2005). Analyzing Learner Language. Oxford: Oxford University Press.Emerson, R., Shaw, L., & Fretz, R. (1995). Writing Ethnographic Field Notes. Contemporary Sociology.Europe, C. o. (2011). Common European Framework of Reference for Languages (CEFR). Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages/levelsGarland, C. (2015). Gamification and Implications for Second. St. Cloud State University.Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.Grund, K. (2015). How game and game elements facilitate learning: a literary review. Lecture Notes in Informatics, University of Ausburg, 1279-1293.Halliday, M. (1979). El lenguaje como semiótica social: la interpretación social del lenguaje y del significado. México : Fondo de Cultura Económica.Herazo, J. (2010). Authentic Oral Interaction in the EFL Class:. Profile: Issues in Teachers´ Professional Development, 47-61.Hernández, D. (1993). El currículo: una construcción permanente. Revista Educación y Cultura. CEID-FECODE.Hine, G. (2013). The importance of action research in teacher education. Issues in Educational Research, 151-163.Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in. Journal of College Science Teaching, 42-47.Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer.Martin, J., & Torres, A. (2016). What is student engagement and why is it important? National Association of Independent Schools.MEN. (2006). Publicaciones: Ministerio de Educación Nacional. Retrieved from https://www.mineducacion.gov.co/1759/w3-article-115174.html?_noredirect=1Mohseni, A., & Rahmanpanah, H. (2017). Engagement and Motivation in EFL Classroom: Humanizing the Coursebook. journal of Language and Translation, 69-88.Morris, M., Leung, K., Ames, D., & Lickel, B. (1999). Views from inside and outside: integrating emic and etic insights about culture and justice judgment. Academy of Managment Review, 781-796.Moyal, D. (Without date). Coming to Language: Wittgentein's Social "Theory" of Language Acquisition. 291-313.Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 307-322.Oxford, A. (2016). OXAN. Retrieved from https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6Parkinson, G., & Drislane, R. (2011). Online dictionary of the social sciences. Retrieved from http://bitbucket.icaap.org/dict.plPink, D. (2009). Drive: The Surprising Truth About What Motivates Us. Riverhead Books.Reeve, J. (2009). Understanding motivation and emotion. Hoboken, NJ: Wiley.Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. Handbook of Research on Student Engagement, 149-172.Sarmiento, I. D. (n.d.). Principios Institucionales: Dofasa. Retrieved from https://dofasa2017.webnode.com.co/principios-institucionales/Shpancer, N. (2004). What Makes Classroom Learning a Worthwhile Experience? The Nea Higher Education Journal, 23-35.Skinner, E., Kindermann, T., & Furrer, C. (2009). A Motivational Perspective on Engagement and Disaffection. Educational and Phsychological Measurement, 493-525.Triana, J. (2014). Gamification: Gameful Design of Engaging Environments and Activities for Communicative Skills. Bogotá: Universidad Pedagógica Nacional.Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. United States of America: Harvard University Press.Willig, C. (2013). Introducing Qualitative Research in Psychology. New York: Open University Press.Yi, F. (2006). EFL classroom management: Creating a positive climate for learning. Retrieved from wlkc.nbu.edu.cn/jpkc_nbu/daxueyingyu/download/013.pdfYufrizal, H. (2001). Negotiation of Meaning and Language Acquisition by Indonesia EFL Learners. TEFLIN Journal, 60-87.Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. 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