Pr?ctica gamificadora interactiva en el proceso de ense?anza-aprendizaje del idioma ingl?s de los docentes de las escuelas de la ciudad de Bah?a de Car?quez, Ecuador

 

Authors

Ureta Santos, Roque

Format

Article

Status

publishedVersion

Description

La presente investigaci?n tiene como objetivo principal realizar un diagn?stico sobre la pr?ctica gamificadora interactiva en el proceso de ense?anza-aprendizaje del idioma ingl?s de los docentes de las escuelas de la ciudad de Bah?a de Car?quez, Ecuador. Se realiz? un contraste entre la situaci?n antes del confinamiento y la actual, y su influencia en la pr?ctica docente. La investigaci?n tiene un enfoque cualicuantitativo y aplica los m?todos inductivo, deductivo, anal?tico y sint?tico. La recolecci?n de informaci?n primaria se realiz? a trav?s de un cuestionario a 472 estudiantes, para conocer su punto de vista en cuanto a la interactividad de sus clases de ingl?s, y una entrevista a 3 docentes de diferentes instituciones educativas, para conocer el manejo y uso de herramientas tecnol?gicas en la gamificaci?n. Los resultados demuestran que, en el periodo de la pandemia, los docentes incursionaron de manera agresiva al uso de herramientas offline y online. Aunque, se planifican y exponen los objetivos de clase, es notoria la necesidad de instruirse en el uso de las tecnolog?as creadas para el efecto y las t?cnicas creativas para gamificar una clase. Los estudiantes requieren mayor gamificaci?n y uso de herramientas din?micas en clases.
This research aims to diagnose the interactive gamification practices of the English teaching-learning process used by teachers of Bah?a de Car?quez?s schools. It will start by making a brief contrast between the prior confinement situation and the current one and its influence on teaching practices. The research has a qualitative-quantitative approach, and applies inductive, deductive, analytical and synthetic methods. The collection of initial data was carried out through a questionnaire applied to 472 students to collect their assessment of their English classes. In addition, further interviews of 3 teachers were conducted from different educational institutions, in order to determine their use of technological tools in gamification. The results during the pandemic period showed that teachers aggressively ventured into the use of offline and online tools. Their plans set out their class objective. However, it became clear that the teachers had a serious lack of knowledge in the use of technologies. They plan and set out the class objectives, but they need to be instructed in the use of the technologies created for this situation. In addition, the creative techniques to gamify a class, students require more gamification in the class as a dynamic tool.
Azogues

Publication Year

2022

Language

Topic

Gamificaci?n
Aplicaciones inform?ticas
Ense?anza-aprendizaje
Idioma ingl?s
Gamification
Informatics applications
Teaching-learning
English language

Repository

Repositorio Universidad Nacional de Educación

Get full text

http://repositorio.unae.edu.ec/handle/123456789/2265

Rights

openAccess

License