GAMIFICACIÓN EN AULAS BILINGÜES DE SECUNDARIA: UNA EXPERIENCIA EDUCATIVA pp. 1-16

Pilar Bernardo Jambrina, Ana Isabel Gómez Vallecillo, Diego Vergara Rodríguez

Resumen


This paper shows an action research addressed to improve areas of need among Spanish Compulsory Secondary Education (ESO) students using gamification. The main objective is to analyse the impact of gamification and determine its effectiveness from a double perspective: (i) as a facilitator of learning and (ii) as a generator of positive attitudes in the class. The project has been implemented in two groups of first-year ESO students in the subject of Social Sciences taught in English, under the CLIL methodology (Content and Language Integrated Learning). These students showed difficulties in learning historical dates in English and communicating effectively due to lack of fluency and confidence in the target language. Once identified the problem, a series of gamified sessions were designed to test the effectiveness of this technique in students’ learning, confidence and motivation, and in the development of students’ social skills and teamwork. The obtained results, based on (i) the performance of a reading fluency test, (ii) a survey distributed to the students and (iii) the teacher's observation, indicate that the application of gamification improves the learning of contents and increases students’ interest and involvement in classroom tasks.

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