The impact of gamification on English language listening skills in Primary School students

Laura-De la Cruz K.M.; Quevedo-Porras D.M.; Porras-Roque M.S.; Velarde-Molina J.F.; Pérez-Moreno J.U.; Quispe-López D.R.; Condori-Chacolli M.E. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The research aims to assess how gamification influences the integration of technological tools in the English listening skills of primary school students in Tacna, Peru. This study follows an applied nature and utilizes a pre-experimental design with a single group. An English competency assessment was conducted with a high reliability of 0.88, and a sample of 50 primary school students was selected using non-probabilistic sampling. Data collection was done through pre and post-tests, and the results indicated a positive impact on learning. Among the various tools used, Canva proved to be the most effective, with a success rate of 65.4%. Furthermore, the general hypothesis of the study was confirmed with a p-value of 0.000000122. In conclusion, the utilization of gamification resources yields a beneficial impact on the English listening proficiency of primary school pupils.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann; Escuela de Posgrado Newman