A Playful Method: The influence of gamification on the self-learning of students in the Department of Foreign Languages at the Public University of Education in Peru

Rivera J.R.R.; Gabriel F.A.O.; Carhuancho H.R.; Camacho Y.E.R.; Aguilar M.M.P.; Zarzosa S.M.C.; Fatama A.J.E. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2024) · DOI: 10.18687/leird2024.1.1.732

Resumen

This study investigates the relationship between gamification and self-learning among students at the Public University of education. Utilizing reliable questionnaires with coefficients of 0.918 for gamification and 0.930 for self-learning, the research measures students' perceptions across several dimensions of gamification and self-learning. The descriptive results reveal a predominantly low perception of gamification, with 68% of students rating it as low. Similarly, 64% of students perceive their self-learning capabilities as low. Hypothesis testing shows no significant correlation between gamification and self-learning, suggesting that gamification, as currently perceived, does not significantly influence self-learning processes. These findings indicate the need for re-evaluating gamification strategies to better support and enhance self-learning among students. The study contributes to understanding the effectiveness of gamification in educational contexts and highlights areas for future research and development.

Instituciones: Universidad Privada del Norte; Universidad Nacional de Educación Enrique Guzmán y Valle