Gamification for Learning Aymara Vocabulary in Students from Peru

Laura-De La Cruz K.M.; Noa-Copaja S.J.; Pino-Nina E.; Bazán-Velásquez S.M.; Montesinos-Valencia C.C. · Lecture Notes in Networks and Systems (2022) · DOI: 10.1007/978-3-031-04819-7_44

Resumen

The Aymara language is the bearer of Andean science, technology, art, and religiosity. The teaching of this language in a relevant way results in students having the possibility of assimilating, regardless of discrimination and with great respect for linguistic plurality, the immeasurable wealth of the nation. The main objective of the research was to determine the results of the learning level of Aymara vocabulary using Quizizz as a gamification tool in students of the secondary level of a public educational institution in the city of Tacna in the year 2020. The research was of an applied type, the design was pre-experimental, and the method used was hypothetical-deductive. An entrance test and an exit test were applied to obtain data. The results indicated that after the exit test, 68.75% of the students reached an outstanding level of achievement; 31.25% were at the expected level of achievement, and none were at the in-process or beginning level. From the results obtained, it is noted that students had significant improvements due to the implementation of gamification elements, which made their learning more dynamic, motivating, and self-sufficient. Students learned at their own pace, recognizing their strengths and weaknesses when learning Aymara vocabulary. To conclude, the application of gamification elements in language teaching not only improves academic results but also strengthens the student’s autonomous learning in achieving the proposed objectives.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann