The impact of gamification on English language Reading in High School students

Estefani C.-C.M.; Laura-De La Cruz K.M.; Nicolas P.-Y.D.; Miliam Q.-V.; Jeanne P.-P.E.; Rossana V.C.; Geovanni R.-L.F. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The present study investigates the impact of gamification on the competence of reading various types of written texts in English as a foreign language among secondary school students. A problem associated with low performance in this area was identified, attributed to the limited use of gamification tools in the educational process. The question about the effect of gamification on this competence was posed. The research is of an applied type with a pre-experimental design, utilizing a study group with pre-test and post-test. The population comprised 102 fourth-grade secondary school students, from which a sample of 25 students was selected. An exam was used as a technique for data collection. The results revealed that, in the pre-test, 48% of the sample was at the Process level, meaning they faced difficulties in obtaining, inferring, and reflecting on information from English texts, while in the post-test, the majority of students reached the level of outstanding achievement, with an increase of 64%. This finding was supported by statistical tests, demonstrating a significant difference before and after the application of gamification, with a confidence level of 95%. In conclusion, it was evidenced that the gamification strategy has a positive impact on the learning of the competence of reading various types of written texts in English among secondary school students.

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