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dc.contributor.authorBatlle Rodríguez, Jaume
dc.contributor.authorGonzález Argüello, María Vicenta
dc.date.accessioned2017-06-01T10:31:58Z
dc.date.available2017-06-01T10:31:58Z
dc.date.issued2017
dc.identifier.isbn978-84-697-3570-1
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/4767
dc.description.abstractGamification in Foreign Language Learning is conceived as a new tool to establish activities in a non-traditional way. For this reason, teachers and teachers’ training are trying to implement gamification parameters to develop new materials. However, teachers, as player, can be influenced by the way they play to know how to manage a game. In this vein, this article is focused on the possible relationships between the self-perception of foreign language teachers and with respect to how they gamify learning activities. The analysis shows that, although teachers are considered themselves as gamers, they don’t use all the game resources available on their disposition.es_ES
dc.format.mimetypeapplication/pdf
dc.language.isoenes_ES
dc.publisherUniversidad de La Laguna
dc.relation.ispartof1 st Workshop on Gamification and Games for Learning (GamiLearn’17)en_EN
dc.rightsLicencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 internacional)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES
dc.subjectgamificatones_ES
dc.subjectforeign language teachinges_ES
dc.subjectdesign of materialses_ES
dc.subjectplayerses_ES
dc.subjectteachers’ beliefses_ES
dc.titleThe relationship between the self-perception of foreign languages teachers with respect to game-playing and their gamified learning activitiesen_EN
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES


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Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 internacional)
Except where otherwise noted, this item's license is described as Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 internacional)