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http://hdl.handle.net/10662/20336
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Campo DC | Valor | idioma |
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dc.contributor.author | Fernández Portero, Ignacio | - |
dc.contributor.author | Castillo Rodríguez, Cristina | - |
dc.date.accessioned | 2024-02-07T12:55:23Z | - |
dc.date.available | 2024-02-07T12:55:23Z | - |
dc.date.issued | 2022 | - |
dc.identifier.issn | 2187-9036 | - |
dc.identifier.uri | http://hdl.handle.net/10662/20336 | - |
dc.description.abstract | An educative breakout is a modified version of the popular immersive entertainment experience of escape rooms, in which game elements and game design techniques are used in non-game contexts. In educational settings, it is usually used to teach content while developing cognitive skills to improve learners’ performance. This study used a mixed-methods research design to examine the effectiveness of a digital breakout to learn English as a Foreign Language (EFL) in higher education. Quantitative and qualitative data were collected through several forms and surveys so that the participants could express their perceptions about this learning experience. Results showed that pre-service English teachers (N = 95) had a positive attitude towards learning grammar-related content through complex games, riddles, and puzzles. Moreover, 95.8% of them would use this teaching method in the future and 90% completed all the challenges. Therefore, it can be concluded that a gamification-based approach can be an effective and motivating way to learn EFL in higher education. | es_ES |
dc.description.sponsorship | The work was supported by the University of Málaga (Spain) under the framework of the innovative project GAME-EDU (PIE19-186) and research project CLIL-TECH (Ref. No. B1-2020_26). | - |
dc.format.extent | 20 p. | es_ES |
dc.format.mimetype | application/pdf | en_US |
dc.language.iso | eng | es_ES |
dc.publisher | The Pacific Association for Computer Assisted Language Learning (PacCALL) | - |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | English foreign language | es_ES |
dc.subject | Inglés como lengua extranjera | es_ES |
dc.subject | Gamification | es_ES |
dc.subject | Gamificación | es_ES |
dc.subject | Pre-service teachers | es_ES |
dc.subject | Profesores en formación | es_ES |
dc.subject | Motivation | - |
dc.subject | Motivación | - |
dc.subject | Breakout | - |
dc.subject | Fugarse | - |
dc.title | Gamification in the english language class: analysis of pre-service teachers’ perceptions | es_ES |
dc.type | article | es_ES |
dc.description.version | peerReviewed | es_ES |
europeana.type | TEXT | en_US |
dc.rights.accessRights | openAccess | es_ES |
dc.subject.unesco | 5801.05 Pedagogía Experimental | - |
europeana.dataProvider | Universidad de Extremadura. España | es_ES |
dc.identifier.bibliographicCitation | Fernández-Portero, Ignacio & Castillo Rodríguez, Cristina. (2022). Gamification in the English Language Class: Analysis of Pre-service Teachers' Perceptions. CALL-EJ. 23. 425-444. | - |
dc.type.version | publishedVersion | es_ES |
dc.contributor.affiliation | Universidad de Extremadura. Departamento de Filología Inglesa | es_ES |
dc.contributor.affiliation | Universidad de Málaga | - |
dc.relation.publisherversion | https://callej.org/index.php/journal/article/view/387 | - |
dc.identifier.publicationtitle | Computer Assisted Language Learning Electronic Journal (CALL-EJ) | es_ES |
dc.identifier.publicationissue | 1 | es_ES |
dc.identifier.publicationfirstpage | 425 | es_ES |
dc.identifier.publicationlastpage | 444 | es_ES |
dc.identifier.publicationvolume | 23 | es_ES |
dc.identifier.e-issn | 2187-9036 | - |
dc.identifier.orcid | 0000-0002-3323-217X | es_ES |
Colección: | DFING - Artículos |
Archivos
Archivo | Descripción | Tamaño | Formato | |
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2187_9036_23_425.pdf | 2,87 MB | Adobe PDF | Descargar |
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