Gamification and Reading Comprehension in English in Students of a Peruvian Military School
DOI:
https://doi.org/10.37843/rted.v16i2.434
Article Sidebar
Main Article Content
Abstract
Teaching English is essential for current academic and professional development. This competition is even more relevant in Peruvian military schools due to its national and international representative role. For this reason, gamification has emerged as a promising educational strategy to transform the learning process into a more attractive and interactive experience. This research aimed to determine the relationship between gamification and the comprehension of texts in English. The research method was a hypothetical-deductive, positivist paradigm with a quantitative approach, non-experimental design, descriptive-correlational, and cross-sectional. The non-probabilistic sample corresponds to 120 students from a Military School in Peru. The techniques were the survey along the test. In addition, a questionnaire on gamification was used, with a reading comprehension test. The analysis of results was carried out using Spearman's Rho test. It was found that gamification had a regular performance. In addition, the students' comprehension of texts in English had a level in progress. Likewise, there is a significant relationship between gamification and the literal, inferential, and critical dimensions of the comprehension of texts in English, with a moderate level of correlation in all cases. The conclusion was that gamification is significantly related to the comprehension of texts in English.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Alzuhair, N. F., & Alkhuzaim, K. M. (2022). The Effectiveness of a Gamified Electronic Application in Developing Reading Comprehension Abilities among First-Grade Intermediate Students in Saudi Arabia. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/7677140 DOI: https://doi.org/10.1155/2022/7677140
Arias, J. L. (2020). Técnicas e instrumentos de investigación científica. Enfoques Consulting EIRL. http://hdl.handle.net/20.500.12390/2238
Arias, J. L., & Covinos, M. (2021). Diseño y metodología de la investigación. Enfoques Consulting EIRL. http://hdl.handle.net/20.500.12390/2260
Arroyo, A. (2020). Metodología de investigación en las ciencias empresariales (1a ed.). Universidad Nacional de San Antonio Abad del Cusco.
Azar, A. S., & Tan, N. H. I. (2020). The application of ICT techs (mobile-assisted language learning, gamification, and virtual reality) in teaching English for secondary school students in Malaysia during covid-19 pandemic. Universal Journal of Educational Research, 8(11C), 55–63. https://doi.org/10.13189/ujer.2020.082307 DOI: https://doi.org/10.13189/ujer.2020.082307
Canquiz-Rincón, L., Mayorga-Sulbarán, D., & Sandoval-Fontalvo, C. (2021). Planeación didáctica para el desarrollo de la comprensión lectora. Ocnos. Revista de Estudios Sobre Lectura, 20(2), 96–106. https://doi.org/10.18239/OCNOS_2021.20.2.2404 DOI: https://doi.org/10.18239/ocnos_2021.20.2.2404
Cassany, D., Luna, M., & Sanz, G. (1994). Enseñar lengua. Graó Educación.
Chan, G. L., Santally, M. I., & Whitehead, J. (2022). Gamification as technology enabler in SEN and DHH education. Education and Information Technologies, 27(7), 9031–9064. https://doi.org/10.1007/S10639-022-10984-Y/TABLES/2 DOI: https://doi.org/10.1007/s10639-022-10984-y
Chen, C. M., Li, M. C., & Chen, T. C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers and Education, 144, 1–17. https://doi.org/10.1016/J.COMPEDU.2019.103697 DOI: https://doi.org/10.1016/j.compedu.2019.103697
Chura, R. M., Valero, V. N., & Calderon, K. M. (2022). Siete niveles lingüísticos como estrategia para mejorar la comprensión lectora. Comuni@cción, 13(1), 42–52. https://doi.org/10.33595/2226-1478.13.1.590 DOI: https://doi.org/10.33595/2226-1478.13.1.590
Cohen, N. (2019). Metodología de la investigación, ¿para qué?: La producción de los datos y los diseños (1a ed.). CLACSO DOI: https://doi.org/10.2307/j.ctvxcrxxz
Díaz-Ramírez, J. (2020). Gamification in engineering education - An empirical assessment on learning and game performance. Heliyon, 6(9), 1–10. https://doi.org/10.1016/J.HELIYON.2020.E04972 DOI: https://doi.org/10.1016/j.heliyon.2020.e04972
Flores, S. (2019). Nivel comprensión lectora en inglés como segunda lengua en estudiantes universitarios. Revista Innova Educación, 1(3), 140–146. https://doi.org/10.35622/j.rie.2019.03.003 DOI: https://doi.org/10.35622/j.rie.2019.03.003
Grivokostopoulou, F., Kovas, K., & Perikos, I. (2019). Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education. Sustainability, 11(20), 1–17. https://doi.org/10.3390/SU11205623 DOI: https://doi.org/10.3390/su11205623
Guzmán, N. I., Nina-Cuchillo, J., & Nina-Cuchillo, E. E. (2022). Metodología e-learning en el aprendizaje autónomo de los estudiantes de una universidad privada, en tiempos de pandemia. Ciencia Latina Revista Científica Multidisciplinar, 6(4), 1124–1140. https://doi.org/10.37811/CL_RCM.V6I4.2648 DOI: https://doi.org/10.37811/cl_rcm.v6i4.2648
Harvey, N. P., & Cuadros, A. M. (2020). Adapting Competitiveness and Gamification to a Digital Platform for Foreign Language Learning. International Journal of Emerging Technologies in Learning, 15(20), 194–209. https://doi.org/10.3991/ijet.v15i20.16135 DOI: https://doi.org/10.3991/ijet.v15i20.16135
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la Investigación. Las rutas Cuantitativa Cualitativa y Mixta. Mc Graw Hill Interamericana Editores, S.A. de C.V.
Ikart, E. M. (2019). Survey questionnaire survey pretesting method: An evaluation of survey questionnaire via expert reviews technique. Asian Journal of Social Science Studies, 4(2), 1-17. https://doi.org/10.20849/ajsss.v4i2.565 DOI: https://doi.org/10.20849/ajsss.v4i2.565
Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification Science, Its History and Future: Definitions and a Research Agenda. Simulation & Gaming, 49(3), 315–337. https://doi.org/10.1177/1046878118774385 DOI: https://doi.org/10.1177/1046878118774385
Lovos, E., & Aballay, L. (2021). Deserción Académica y Emociones en Ambientes E-learning. Revista Iberoamericana de Tecnología En Educación y Educación En Tecnología, 27, 89–94. https://doi.org/10.24215/18509959.27.E10 DOI: https://doi.org/10.24215/18509959.27.e10
Mazarakis, A., & Bräuer, P. (2022). Gamification is Working, but Which One Exactly? Results from an Experiment with Four Game Design Elements. International Journal of Human-Computer Interaction, 1–16. https://doi.org/10.1080/10447318.2022.2041909 DOI: https://doi.org/10.1080/10447318.2022.2041909
Miranda-Beltrán, S., & Ortiz -Bernal, J. A. (2020). Los paradigmas de la investigación: un acercamiento teórico para reflexionar desde el campo de la investigación educativa. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 11(21), e113. https://doi.org/10.23913/ride.v11i21.717 DOI: https://doi.org/10.23913/ride.v11i21.717
Oh, S., & Kim, S. Y. (2022). A Development of Gamification-Based English Reading Learning Application and Teaching Model for Korean Middle School EFL Learners. Secondary English Education, 15(2), 83–109. https://doi.org/10.20487/kasee.15.2.202205.83 DOI: https://doi.org/10.20487/kasee.15.2.202205.83
Rodríguez, D. V., Mezquita, J. M. M., & Vallecillo, A. I. G. (2019). Metodología Innovadora basada en la Gamificación Educativa: Evaluación Tipo Test con la Herramienta QUIZIZZ. Profesorado, Revista de Currículum y Formación Del Profesorado, 23(3), 363–387. https://doi.org/10.30827/PROFESORADO.V23I3.11232 DOI: https://doi.org/10.30827/profesorado.v23i3.11232
Rosales, J., Zea, C. C., & Pacovilca, G. S. (2022). Nivel de comprensión lectora en el área de inglés en los estudiantes de quinto grado de la I.E.S. María Auxiliadora de Puno. GnosisWisdom, 2(1), 29–41. https://doi.org/10.54556/gnosiswisdom.v2i1.28 DOI: https://doi.org/10.54556/gnosiswisdom.v2i1.28
Sadovets, O., Martynyuk, O., Orlovska, O., Lysak, H., Korol, S., & Zembytska, M. (2022). Gamification in the Informal Learning Space of Higher Education (in the Context of the Digital Transformation of Education). Postmodern Openings, 13(1), 330–350. https://doi.org/10.18662/PO/13.1/399 DOI: https://doi.org/10.18662/po/13.1/399
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348 DOI: https://doi.org/10.1080/02702711.2021.1888348
Swacha, J. (2021). State of Research on Gamification in Education: A Bibliometric Survey. Education Sciences, 11(2), 69. https://doi.org/10.3390/EDUCSCI11020069 DOI: https://doi.org/10.3390/educsci11020069
Taboada, A., Cartwright, K. B., Hancock, G. R., & Klauda, S. L. (2021). Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension. Reading Research Quarterly, 56(S1), S45–S64. https://doi.org/10.1002/RRQ.385 DOI: https://doi.org/10.1002/rrq.385
Wolf, C., Joye, D., Smith, T. W., & Fu, Y. (2016). The SAGE Handbook of Survey Methodology. SAGE Publications Ltd. https://doi.org/10.4135/9781473957893 DOI: https://doi.org/10.4135/9781473957893
Yanes, N., & Bououd, I. (2019). Using gamification and serious games for English language learning. 2019 International Conference on Computer and Information Sciences, ICCIS 2019, 1–6. https://doi.org/10.1109/ICCISCI.2019.8716451 DOI: https://doi.org/10.1109/ICCISci.2019.8716451
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
