Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School

Este trabajo investigativo reporta un estudio de caso comparativo con datos cualitativos y cuantitativos que analizaron cómo la gamificación puede fortalecer el bilingüismo en estudiantes de décimo grado en un contexto público y privado. Después de analizar la información recolectada del pre-test, p...

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Autores:
Guzmán Lozano, Edward David
Díaz Rojas, Yurieth Andrea
Ríos Moreno, Rudy Angélica
Tipo de recurso:
Masters Thesis
Fecha de publicación:
2023
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/48658
Acceso en línea:
http://hdl.handle.net/11634/48658
Palabra clave:
Gamification
tenth graders
bilingualism
public school
private school
foreign language learning
Educación
Aprendizaje
Pedagogía
Gamificación
estudiantes de décimo grado
bilingüismo
colegio público
colegio privado
aprendizaje del idioma extranjero
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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network_name_str Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
title Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
spellingShingle Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
Gamification
tenth graders
bilingualism
public school
private school
foreign language learning
Educación
Aprendizaje
Pedagogía
Gamificación
estudiantes de décimo grado
bilingüismo
colegio público
colegio privado
aprendizaje del idioma extranjero
title_short Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
title_full Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
title_fullStr Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
title_full_unstemmed Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
title_sort Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private School
dc.creator.fl_str_mv Guzmán Lozano, Edward David
Díaz Rojas, Yurieth Andrea
Ríos Moreno, Rudy Angélica
dc.contributor.advisor.none.fl_str_mv Araque Torres, Diana Margarita
dc.contributor.author.none.fl_str_mv Guzmán Lozano, Edward David
Díaz Rojas, Yurieth Andrea
Ríos Moreno, Rudy Angélica
dc.contributor.orcid.spa.fl_str_mv https://orcid.org/0000-0002-4527-6719
dc.contributor.googlescholar.spa.fl_str_mv https://scholar.google.com/citations?hl=es&user=m-4r28gAAAAJ
dc.contributor.cvlac.spa.fl_str_mv https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001353530
dc.contributor.corporatename.spa.fl_str_mv Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv Gamification
tenth graders
bilingualism
public school
private school
foreign language learning
topic Gamification
tenth graders
bilingualism
public school
private school
foreign language learning
Educación
Aprendizaje
Pedagogía
Gamificación
estudiantes de décimo grado
bilingüismo
colegio público
colegio privado
aprendizaje del idioma extranjero
dc.subject.lemb.spa.fl_str_mv Educación
Aprendizaje
Pedagogía
dc.subject.proposal.spa.fl_str_mv Gamificación
estudiantes de décimo grado
bilingüismo
colegio público
colegio privado
aprendizaje del idioma extranjero
description Este trabajo investigativo reporta un estudio de caso comparativo con datos cualitativos y cuantitativos que analizaron cómo la gamificación puede fortalecer el bilingüismo en estudiantes de décimo grado en un contexto público y privado. Después de analizar la información recolectada del pre-test, post-test y grupo focal, los hallazgos revelan un impacto positivo en el aprendizaje del idioma extranjero al involucrar los estudiantes de décimo grado en el proceso e incrementar la interacción entre ellos para tener éxito en una tarea en común. Este estudio ofrece algunas ventajas de la gamificación como una estrategia para mejorar las prácticas pedagógicas bilingües. La mayoría de los participantes percibieron la estrategia de gamificación implementada como relevante para continuar desarrollándose en los ambientes bilingües de aprendizaje.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2023-01-19T14:31:20Z
dc.date.available.none.fl_str_mv 2023-01-19T14:31:20Z
dc.date.issued.none.fl_str_mv 2023-01-16
dc.type.local.spa.fl_str_mv Tesis de maestría
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_bdcc
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/masterThesis
format http://purl.org/coar/resource_type/c_bdcc
status_str acceptedVersion
dc.identifier.citation.spa.fl_str_mv Díaz Rojas, Y. A., Guzmán Lozano, E. D., & Ríos Moreno., R. A. (2022). Comparative Analysis of Gamification For Strengthening Bilingual Education in Tenth Graders from a Public and a Private School. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/48658
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv repourl:https://repository.usta.edu.co
identifier_str_mv Díaz Rojas, Y. A., Guzmán Lozano, E. D., & Ríos Moreno., R. A. (2022). Comparative Analysis of Gamification For Strengthening Bilingual Education in Tenth Graders from a Public and a Private School. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
repourl:https://repository.usta.edu.co
url http://hdl.handle.net/11634/48658
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18, 395-417. https://doi.org/10.28945/4417
APA. (n.d.). APA Dictionary of Psychology. APA Dictionary of Psychology. Retrieved from: https://dictionary.apa.org/pretest-posttest-design
Araque, D. (2022). Los smart classroom y ambientes de aprendizaje híbridos ¿ dónde está la innovación?. Sol de Aquino, (21), 58-61. Retrieved from: https://revistas.usantotomas.edu.co/index.php/soldeaquino/article/view/7812
Arda, S., & Doyran F. (2017) Analysis of young learners’ and teenagers’ attitudes to English language learning. International Journal of Curriculum and Instruction, 9 (2). Retrieved From: https://ijci.wcci-international.org/index.php/IJCI/article/view/81/56
Brull, S., & Finlayson, S. (2016). Importance of gamification in increasing learning. Journal of continuing education in nursing, 47 (8), 372-375. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/27467313/
Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in animal science students. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2225
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. The Turkish Online Journal of Educational Technology, 20 (1), 105–113. Retrieved from: https://pdf4pro.com/amp/view/effects-of-technology-on-student-learning-6c9a12.html
Castro Aristizabal, G., Giménez, G., & Pérez Ximénez-de-Embún, D. (2016). Desigualdades educativas en América Latina, PISA 2012: causas de las diferencias en desempeño escolar entre los colegios públicos y privados. Sello Editorial Javeriano. http://dx.doi.org/10.13140/RG.2.2.21193.13925
Fuerte, K. (2019). El Informe Horizon mira hacia atrás por primera vez. Instituto para el Futuro de la Educación. Tecnológico de Monterrey. Retrieved from: https://observatorio.tec.mx/edu-news/informe-horizon-2019-mira-hacia-atras-por-primera-vez
George, T. (2021). What Is a Focus Group? | Step-by-Step Guide & Examples. Scribbr. Retrieved from: https://www.scribbr.com/methodology/focus-group/
Goodrick, D. (2014). Comparative Case Studies: Methodological Briefs - Impact Evaluation No. 9, Methodological Briefs no. 9. UNICEF Office of Research. Available here: https://www.unicef-irc.org/publications/754-comparative-case-studies-methodological-briefs-impact-evaluation-no-9.html#:~:text=Comparative%20case%20studies%20involve%20the,work%20or%20fail%20to%20work
Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press. Taken from: https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=3408084
Hu, S. (2014). Pretesting. In: Michalos, A.C. (eds). Encyclopedia of quality of life and well-being research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_2256
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC horizon report: 2014 higher education edition. The New Media Consortium. Taken from: https://cdc.qc.ca/pdf/2014-Horizon-Report-creative-commons-copy.pdf
Koivisto, Jonna & Hamari, Juho. (2019). Gamification of physical activity: A systematic literature review of comparison studies. Retrieved from: https://www.researchgate.net/publication/332371183_Gamification_of_physical_activity_A_systematic_literature_review_of_comparison_studies
Lavoué, E., Monterrat, B., Desmarais, M., & George, S. (2019). Adaptive gamification for learning environments. IEEE Transactions on Learning Technologies, 12 (1), 16-28. Taken from: https://www.researchgate.net/publication/324430336_Adaptive_Gamification_for_Learning_Environments
Lin, S. Y., Chen, M. P., Wang, L. C., Kao, Y. T., Zou, D., & Xie, H. (2019). Enhancing low achievers’ EFL learning with interactive digital technologies. In 27th International Conference on Computers in Education, ICCE , (pp. 617-623). Asia-Pacific Society for Computers in Education. Retrieved from: https://apsce.net/icce/icce2019/proceedings/paper_112.pdf
Martínez, S. (2016). Bilingualism in Colombia Higher Education. Enletawa Journal, 9 (2), 91-108. https://doi.org/10.19053/2011835X.7547
Mee Mee, R. W., Shahdan, T. S.T., Ismail, M. R., Abd Ghani, K., Pek, L. S., Von, W. Y., Woo, A., & Rao, Y. S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education (IJERE), 9 (3), 684–690. http://doi.org/10.11591/ijere.v9i3.20622
Mejía-Mejía, S. (2016). ¿ Vamos hacia una Colombia bilingüe? Análisis de la brecha académica entre el sector público y privado en la educación del inglés. Educación y Educadores, 19 (2), 223-237. Retrieved from: https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/4458
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Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of cardiac anaesthesia, 22(1), 67-72. 10.4103/aca.ACA_157_18
Núñez, J., Téllez, O., & Monroy, J. M. (2019). Diagnóstico del estado del bilingüismo en Bogotá. Retrieved from: https://www.repository.fedesarrollo.org.co/bitstream/handle/11445/3906/Repor_Diciembre_2019_N%c3%ba%c3%b1ez_T%c3%a9llez_y_Monroy.pdf?sequence=1&isAllowed=y
Ordóñez, C. L. O. (2014). Bilingüismo en contexto monolingüe: contra la corriente. Miríada hispánica, (10), 107-128. Retrieved from: https://www.researchgate.net/publication/279960252_Bilinguismo_en_contexto_monolingue_contra_la_corriente
Prathyusha, N. (2020). Role of gamification in language learning. International Journal of Research and Analytical Reviews (IJRAR), 7 (2), 577-583. Retrieved from: https://www.ijrar.org/papers/IJRAR2004090.pdf
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Taborda, J.P., Arango, J., Collazos, C. & Gutiérrez, F.L. (2019). A proposal of a catalog of gamification patterns: A way to improve the learning motivation. Journal of Information Technology Research (JITR), 12 (4), 34-49. 10.4018/JITR.2019100102
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spelling Araque Torres, Diana MargaritaGuzmán Lozano, Edward DavidDíaz Rojas, Yurieth AndreaRíos Moreno, Rudy Angélicahttps://orcid.org/0000-0002-4527-6719https://scholar.google.com/citations?hl=es&user=m-4r28gAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001353530Universidad Santo Tomás2023-01-19T14:31:20Z2023-01-19T14:31:20Z2023-01-16Díaz Rojas, Y. A., Guzmán Lozano, E. D., & Ríos Moreno., R. A. (2022). Comparative Analysis of Gamification For Strengthening Bilingual Education in Tenth Graders from a Public and a Private School. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucionalhttp://hdl.handle.net/11634/48658reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste trabajo investigativo reporta un estudio de caso comparativo con datos cualitativos y cuantitativos que analizaron cómo la gamificación puede fortalecer el bilingüismo en estudiantes de décimo grado en un contexto público y privado. Después de analizar la información recolectada del pre-test, post-test y grupo focal, los hallazgos revelan un impacto positivo en el aprendizaje del idioma extranjero al involucrar los estudiantes de décimo grado en el proceso e incrementar la interacción entre ellos para tener éxito en una tarea en común. Este estudio ofrece algunas ventajas de la gamificación como una estrategia para mejorar las prácticas pedagógicas bilingües. La mayoría de los participantes percibieron la estrategia de gamificación implementada como relevante para continuar desarrollándose en los ambientes bilingües de aprendizaje.This research paper reports a comparative case study with qualitative and quantitative data that analyzed how gamification can strengthen bilingualism in tenth graders in a public and a private context. After analyzing the data gathered from pre-test, post-test and a focus group, the findings revealed a positive impact in the foreign language learning by engaging tenth graders in the process and increasing the interaction among them to succeed in a common task. This study offers some advantages of gamification as a strategy to improve bilingual pedagogical practices. Most participants perceived the gamification strategy implemented as relevant to maintain developing in the bilingual learning environments.Magíster en EducaciónMaestríaapplication/pdfspaUniversidad Santo TomásMaestría EducaciónFacultad EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Comparative Analysis of Gamification for Strengthening Bilingual Education in Tenth Graders from a Public and a Private SchoolGamificationtenth gradersbilingualismpublic schoolprivate schoolforeign language learningEducaciónAprendizajePedagogíaGamificaciónestudiantes de décimo gradobilingüismocolegio públicocolegio privadoaprendizaje del idioma extranjeroTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA BogotáAlomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18, 395-417. https://doi.org/10.28945/4417APA. (n.d.). APA Dictionary of Psychology. APA Dictionary of Psychology. Retrieved from: https://dictionary.apa.org/pretest-posttest-designAraque, D. (2022). Los smart classroom y ambientes de aprendizaje híbridos ¿ dónde está la innovación?. Sol de Aquino, (21), 58-61. Retrieved from: https://revistas.usantotomas.edu.co/index.php/soldeaquino/article/view/7812Arda, S., & Doyran F. (2017) Analysis of young learners’ and teenagers’ attitudes to English language learning. International Journal of Curriculum and Instruction, 9 (2). Retrieved From: https://ijci.wcci-international.org/index.php/IJCI/article/view/81/56Brull, S., & Finlayson, S. (2016). Importance of gamification in increasing learning. Journal of continuing education in nursing, 47 (8), 372-375. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/27467313/Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in animal science students. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2225Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. The Turkish Online Journal of Educational Technology, 20 (1), 105–113. Retrieved from: https://pdf4pro.com/amp/view/effects-of-technology-on-student-learning-6c9a12.htmlCastro Aristizabal, G., Giménez, G., & Pérez Ximénez-de-Embún, D. (2016). Desigualdades educativas en América Latina, PISA 2012: causas de las diferencias en desempeño escolar entre los colegios públicos y privados. Sello Editorial Javeriano. http://dx.doi.org/10.13140/RG.2.2.21193.13925Fuerte, K. (2019). El Informe Horizon mira hacia atrás por primera vez. Instituto para el Futuro de la Educación. Tecnológico de Monterrey. Retrieved from: https://observatorio.tec.mx/edu-news/informe-horizon-2019-mira-hacia-atras-por-primera-vezGeorge, T. (2021). What Is a Focus Group? | Step-by-Step Guide & Examples. Scribbr. Retrieved from: https://www.scribbr.com/methodology/focus-group/Goodrick, D. (2014). Comparative Case Studies: Methodological Briefs - Impact Evaluation No. 9, Methodological Briefs no. 9. UNICEF Office of Research. Available here: https://www.unicef-irc.org/publications/754-comparative-case-studies-methodological-briefs-impact-evaluation-no-9.html#:~:text=Comparative%20case%20studies%20involve%20the,work%20or%20fail%20to%20workHatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press. Taken from: https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=3408084Hu, S. (2014). Pretesting. In: Michalos, A.C. (eds). Encyclopedia of quality of life and well-being research. 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