RT info:eu-repo/semantics/masterThesis
T1 Gamification and Game-based Learning as Methods to Motivate Students learn English Vocabulary
A1 Herrera Rodríguez, Texenery
A2 Máster Univ. en Formación del Profes. en E.S.O.Bachillerato, F.P. y E.Ii.
K1 Lengua inglesa-Enseñanza
K1 Educación secundaria
K1 Lengua inglesa-Didáctica
AB Among all the innovative and emergent methodologies related to teaching foreignlanguages, we could claim that teaching vocabulary of a Second Language throughgames could be rightly applied in the classroom, as it might help learners become moremotivated and interested for their own learning. Games could also help them becomemore autonomous, life-long learners and to study the given vocabulary in a more funand less anxious manner. Among all these methods, we can mention Game-BasedLearning and Gamification.Through this dissertation, I have tried to test the validity of the theory of how gamebased learning and some of the features of gamification can provide students withsituations where they can learn a Second Language in a less anxious, more comfortableand quicker manner, developing the skills necessary to become autonomous learnersand to retain the vocabulary studied in their long-term memories. To test the validity ofsuch theory, I have carried out a Learning Situation which shares both elements ofgame-based learning and gamification with a group of fifteen students who have taken acourse on Hospitality (Ciclo Formativo de Grado Medio de Restauración) at asecondary school in the outskirts of Santa Cruz de Tenerife. As it can be seen in theanswers of the questionnaire related to such didactic unit, which these students havecompleted, the results seem to be quite satisfactory, and seem to validate the theory thatgame-based learning and gamification can contribute to foster and expand thevocabulary which is learnt in class.However, and as it will be explained in the results of the questionnaire, these resultshave been somewhat inconclusive due to a number of factors, such as the small amountof students who have taken the questionnaire and answers left unanswered.Nevertheless, it seems clear that both game-based learning and gamification, whencombined properly, could provide students with environments where they becomewilling to learn and capable of remembering the lexicon studied, due to the engagementthey experience when playing and competing. Through these teaching approaches,students learn to work in teams to reach a common objective, but they also learn to takegreater responsibility for their knowledge, behaviour and motivations, developing skillssuch as curiosity, empathy, confidence, resilience and creativity among many others.5Using games in a Second Language classroom may help students become selfmotivated and interested in their learning. Through game-based learning andgamification, vocabulary might be taught and learned in a more contextualised mannerwhich mirrors the acquisition of new words in the first language
YR 2018
FD 2018
LK http://riull.ull.es/xmlui/handle/915/11550
UL http://riull.ull.es/xmlui/handle/915/11550
LA es
DS Repositorio institucional de la Universidad de La Laguna
RD 24-nov-2024