Gamificación y el rendimiento de los estudiantes: un estudio comparativo
DOI:
https://doi.org/10.56048/MQR20225.9.1.2025.e427Palabras clave:
Gamificación; compromiso estudiantil; motivación; rendimiento académico; inglés como lengua extranjera (EFL); estrategias instruccionalesResumen
Este estudio explora el impacto de la gamificación en el rendimiento académico de los estudiantes en la enseñanza del inglés como lengua extranjera (EFL). Al integrar elementos de juego como recompensas, puntos, desafíos y competencia, la gamificación busca mejorar la participación, la motivación y el logro académico de los estudiantes. Se empleó un diseño de investigación comparativo para evaluar la efectividad de los enfoques de aprendizaje gamificado en comparación con los métodos tradicionales. Los hallazgos indican que la gamificación mejora significativamente la motivación y la participación, especialmente en habilidades de lectura, escritura y comprensión auditiva. Sin embargo, las habilidades de expresión oral requieren apoyo adicional. El estudio destaca la necesidad de estrategias pedagógicas equilibradas que combinen métodos gamificados y tradicionales.
Descargas
Métricas
Cited
DOI: 10.56048
Citas
Almeida, F., & Simoes, J. (2019). The role of gamification in the development of critical thinking skills in higher education. Journal of Educational Technology Systems, 47(4), 569–588. https://doi.org/10.1177/0047239519872877
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2020). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 23(2), 75–88. Felder, R. M., & Brent, R. (2020). Active learning: An introduction. ASQ Higher Education Brief, 2(4), 1–5.
Hamari, J., Koivisto, J., & Sarsa, H. (2020). Does gamification work? A literature review of empirical studies on gamification. International Journal of Human-Computer Studies, 135, 102357. https://doi.org/10.1016/j.ijhcs.2019.102357
Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference, 11–19.
Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Seaborn, K., & Fels, D. I. (2020). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 135, 102383. https://doi.org/10.1016/j.ijhcs.2019.102383
Yıldırım, İ., & Şen, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301–1318. https://doi.org/10.1080/10494820.2019.1636089
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Alabbasi, D. (2017). Exploring teachers' opinions towards using gamification techniques in higher education. International Journal of Emerging Technologies in Learning (IJET), 12(5), 35–52. https://doi.org/10.3991/ijet.v12i05.6357
Almeida, F., & Simoes, J. (2019). The role of gamification in the development of critical thinking skills in higher education. Journal of Educational Technology Systems, 47(4), 569–588. https://doi.org/10.1177/0047239519872877
Ariffin, A., & Abdi, B. M. (2020). The relationship between collocation competence and writing skills of EFL learners. AJELP: Asian Journal of English Language and Pedagogy, 8(1), 41–52.
Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as a pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 2021(1), 7061623. https://doi.org/10.1155/2021/7061623
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia - Social and Behavioral Sciences, 98, 286–291. https://doi.org/10.1016/j.sbspro.2014.03.418
Basuki, Y., & Hidayati, Y. (2020). The effectiveness of Quizlet application towards students’ motivation in learning vocabulary. Journal of Applied Studies in Language, 4(2), 160–166. https://doi.org/10.31940/jasl.v4i2.2256
Chen, H. (2021). Practical collaborative learning activities in EFL classrooms. International Journal of English Language Education, 9(1), 56–70.
Chen, H., & Law, N. (2016). Using digital game-based learning to improve primary students' learning performance and motivation in English learning. Educational Technology & Society, 19(2), 104–116.
Deci, E. L., & Ryan, R. M. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2020). Gamification. The MIT Press.
Dichev, C., & Dicheva, D. (2017). Gamifying education: A critical review: What is known, what is believed, and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5
Dörnyei, Z. (2021). Motivational strategies in the language classroom. Cambridge University Press.
Ellis, R. (2020). The study of second language acquisition. Oxford University Press.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2020). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gee, J. P. (2020). Better video games and better learning: Essays on video games, learning, and literacy. Peter Lang Publishing.
Ghonivita, Y., Pahamzah, J., Wijayanti, M. A., & Sultan, U. (2021). Improving students’ listening skill and vocabulary mastery through contextual teaching and learning. Journal of English Language and Cultural Studies, 4(1), 1–12.
Gorgoz, S., & Tican, C. (2020). Investigation of middle school students' self-regulation skills and vocabulary learning strategies in foreign language. International Journal of Educational Methodology, 6(1), 25–42. https://doi.org/10.12973/ijem.6.1.25
Hamari, J., Alha, K., Järvelä, S., Kiivikangas, J. M., Koivisto, J., & Paavilainen, J. (2020). Why do players buy in-game content? An empirical study on concrete purchase motivations. Computers in Human Behavior, 107, 106285. https://doi.org/10.1016/j.chb.2020.106285
Hamari, J., Koivisto, J., & Sarsa, H. (2020). Does gamification work? A literature review of empirical studies on gamification. International Journal of Human-Computer Studies, 135, 102357. https://doi.org/10.1016/j.ijhcs.2019.102357
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17–46). Routledge.
Hung, C. M., Yang, M. T., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Educational Technology & Society, 21(1), 42–59.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3–4), 85–118.
Kapp, K. M., & Blair, L. (2022). The impact of gamification on student motivation and engagement in higher education: A case study. Journal of Educational Technology Systems, 50(1), 56–78. https://doi.org/10.1177/00472395211040234
Laufer, B. (2021). Vocabulary acquisition in a foreign language: Perspectives from EFL learners. Language Teaching Research, 25(3), 427–443. https://doi.org/10.1177/13621688211006789
Lee, K., & Kim, H. (2020). Collaborative learning in English language teaching: Benefits and challenges. Journal of Language Teaching and Research, 11(2), 123–132.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course impacts learning outcomes and motivation. Computers & Education, 55(2), 630–643. https://doi.org/10.1016/j.compedu.2010.02.023
Liu, Y., & Chu, H. (2021). Effects of a mobile gamification app on language learning: A case study on enhancing EFL learners’ vocabulary. Educational Technology Research and Development, 69(3), 1309–1326. https://doi.org/10.1007/s11423-021-09966-2
Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference, 11–19.
Nacke, L., Drachen, A., Kuikkaniemi, K., Niesenhaus, J., Korhonen, H. J., Hoogen, W. M. V. D., ... & Prinsloo, G. (2021). Gameful design in the age of ethical AI: Emergent challenges and opportunities. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–8). https://doi.org/10.1145/3411763.3451765
Nation, I. S. P. (2020). Learning vocabulary in another language. Cambridge University Press.
Nguyen, H. T., & Nga, K. T. T. (2003). Learning vocabulary through games, the effectiveness of learning language through games. Asian EFL Journal, 4(2), 2.
Ofosu, A. K. (2020). The shift to gamification in education: A review on dominant issues. Journal of Educational Technology Systems, 49(1), 113–137. https://doi.org/10.1177/00472395211040234
Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024
Perry, B. (2015). Gamifying French language learning: A case study examining a quest-based, augmented reality mobile learning-tool. Procedia - Social and Behavioral Sciences, 174, 2308–2315. https://doi.org/10.1016/j.sbspro.2015.01.892
Pürbudak, A., & Ertuğrul, U. (2021). Collaborative group activities in the context of learning styles on web 2.0 environments: An experimental study. Participatory Educational Research, 8(2), 407–420. https://doi.org/10.17275/per.21.42.8.2
Reeve, J. (2021). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149–172). Springer.
Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033
Sanina, A., Kutergina, E., & Balashov, A. (2020). The co-creative approach to digital simulation games in social science education. Computers & Education, 149, 103813. https://doi.org/10.1016/j.compedu.2020.103813
Seaborn, K., & Fels, D. I. (2020). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 135, 102383. https://doi.org/10.1016/j.ijhcs.2019.102383
Schmitt, N. (2021). Vocabulary in language teaching. Cambridge University Press.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
Smith, J. J., & Waring, P. (2021). The influence of gamification on learning and engagement: A systematic review. Educational Psychology Review, 33(2), 355–377. https://doi.org/10.1007/s10648-020-09561-7
Thornbury, S. (2020). The lexical approach: The state of ELT and a way forward. Cengage Learning.
Tsay, C. H. H., Kofinas, A. K., & Luo, J. (2018). Enhancing student learning experience with gamification: The effects on student engagement, learning outcomes, and satisfaction. Journal of Education for Business, 93(7), 351–359. https://doi.org/10.1080/08832323.2018.1490687
Vahdat, S., & Behbahani, S. M. C. (2013). The effect of video games on Iranian EFL learners' vocabulary learning. Procedia - Social and Behavioral Sciences, 93, 2006–2010. https://doi.org/10.1016/j.sbspro.2013.10.151
Wang, W., & Tahir, R. (2021). The impact of game-based learning on EFL learners’ vocabulary acquisition: A meta-analysis. Computer Assisted Language Learning, 34(7), 947–972. https://doi.org/10.1080/09588221.2021.1968910
Werbach, K., & Hunter, D. (2020). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.
Yıldırım, İ., & Şen, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29(8), 1301–1318. https://doi.org/10.1080/10494820.2019.1636089
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Zou, D., Zhang, R., Wang, M., & Kwan, R. (2019). Individualized word learning for college students: A portfolio-based method for hybrid learning. Journal of Computing in Higher Education, 31, 273–289. https://doi.org/10.1007/s12528-019-09230-1
Publicado
Cómo citar
Número
Sección
Categorías
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
®
Los autores se comprometen a respetar la información académica de otros autores, y a ceder los derechos de autor a la Revista MQRInvestigar, para que el artículo pueda ser editado, publicado y distribuido. El contenido de los artículos científicos y de las publicaciones que aparecen en la revista es responsabilidad exclusiva de sus autores. La distribución de los artículos publicados se realiza bajo una licencia 
