Gamificación to generate intrinsic motivation in B1 high school students from unidad educativa Sudamericano
Fecha
2024
Autores
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Editor
Universidad Católica de Cuenca
Resumen
Descripción
Reaching a sufficient level of proficiency in teaching English to high school students can be difficult for teachers and take a lot of time and work. In this manner, gamification is shown as an innovative approach of education that could significantly improve secondary school pupils' acquisition of English as a second language. The enthusiasm and dedication of pupils may be enhanced by employing this approach to learning, which will contribute to their academic achievement in English. The purpose of this study is to determine whether gamification can be used effectively as a teaching strategy to increase intrinsic motivation in high school English classes. This project aims to enhance high school English instruction by contributing to the development of new approaches and techniques. By examining the data, a more comprehensive comprehension of the effects of gamification as a teaching strategy of the English language in high school students was obtained. Additionally, clear guidelines were established for educators interested in using gamification as a pedagogical approach to teaching English at the secondary school level and designing more effective educational interventions and programs to promote meaningful English language learning.
Palabras clave
ENSEÑANZA, INGLÉS, GAMIFICACIÓN, MOTIVACIÓN INTRÍNSECA
Citación
Erazo-Márquez, O. J., & Argudo-Garzón, A. L. (2023). Gamificación para generar motivación intrínseca en estudiantes de secundaria B1 de la Unidad Educativa Sudamericano. MQRInvestigar, 7(4), 2698–2715. https://doi.org/10.56048/MQR20225.7.4.2023.2698-2715
