INNTED

Effectiveness of gamification in Primary Education: analysis of linguistic and emotional competences, motivation and attentional focusing

Irene Casanova Mata irene.casanova.mata@gmail.com/irene.casanova1@alu.uclm.es Universidad de Castilla-La Mancha

BEGIN

Introduction

Objectives

Methodology

Index

Results and discussion

Conclusions

Bibliography

Introduction

Transmission instructional models

Student-centred strategies

Effective learning

Problems (Méndez, 2005)

- Motivation - Interest

Cooperation

Attentional focusing, motivation & positive feelings (García, 2013; Martín, Martín & Trevilla, 2009; Meneses & Mongue, 2001)

Gamification

The use of gamification in education is a gradual developed tendency that enables students to enjoy while acquiring new knowledge, as well as evaluating their learning process"

Azevedo (2018, 387)

Objectives

To investigate the impact of gamification within linguistic and emotional competences, motivation and attentional focusing with a 2-week gamified intervention

Methodology

Design of the didactic intervention

Experimental research

Variables

Dependent variables

Independent variable

Second gradepublic school of Ciudad Real

PretestPosttest

LINGUISTIC COMPETENCE

GAMIFICATION

Experimental group

Control group

MOTIVATION

ATTENTIONAL FOCUSING

EMOTIONS

Temporalization and instruments of evaluation

PRETEST

Motivational assessment test

M.A.P.E.-I, M.A.P.E.-II, M.A.P.E.-III, EMAPI and Self-regulation questionnaires

Attentional focusing test

13

14

10

11

12

ADHD Rating Scale-IV

M A R C H

15

16

17

18

19

20

21

27

28

22

23

24

25

26

29

30

31

Linguistic competence tests

Contents and objectives from the Decree 54/2014

Emotions experienced interview

Achievement Emotions Questionnaire

POSTTEST

30

31

29

10

11

A P R I L

17

18

12

13

14

15

16

20

21

22

23

24

25

19

26

27

28

29

30

Results and discussion

Attentional focusing test

PRETEST

x̄

Experimental groupControl group

2,78 (1,65)2,71 (1,55)

POSTTEST

x̄

1,77 (1,08)1,55 (0,79)

Experimental groupControl group

Motivational assessment test

PRETEST

x̄

Experimental groupControl group

0,66 (0,48)0,74 (0,44)

POSTTEST

x̄

0,73 (1,08)1,55 (0,79)

Experimental groupControl group

Linguistic competence - Reading test

PRETEST

x̄

Experimental groupControl group

13,75 (7,44)15,83 (6,06)

POSTTEST

x̄

24,42 (2,68)23,00 (3,02)

Experimental groupControl group

Nombre del utor/a

Emotions experienced interview

I like English classes. What I like the most is the activities. I understand the teacher sometimes and that makes me feel a bit nervous. I enjoy the games, but the book is very boring. I like participating in class, although sometimes the activities are boring. I understand most of the activities because they are easy. I use the book to study, but I find it very boring"

Experimental group and control group students in pretest

Nombre del utor/a

I liked the English classes. What I liked the most was the games. I understood the teacher and that made me feel normal. The activities were good but the book was a bit boring. I liked participating in class because the activities were fun and I undertood the activities because they were easy. I did not use anything to study at home"

Most of control group students in posttest

I loved the English classes. What I like the most was the games, the badges and the points. I understood the teacher and that made me feel good. The activities were very cool and I didn't get bored. I liked participating in class and I undertood the activities because they were cool. I used the online games and they were very enjoyable, so I did not feel bored with them"

Most of experimental group students in posttest

Conclusions

Didactic intervention

Improvements in emotional and linguistic competences

Sample Temporalization Duration of sessions

Limitations

30

31

29

10

11

17

18

14

12

13

15

16

19

20

21

22

23

24

25

24

45 minutes

26

27

28

29

30

Effects of gamification

Badges: the more, the merrier Frustration management

Long-term-two-methodology combination To attend an academy, or not to attend, that is the question

Research futurology

Contribution tothe educative context

Excitement and motivationParticipation and cooperation Instant feedback and individualized treatment

Cross-discipline focus: EFFECTIVE, ESSENTIAL & REINFORCED LEARNING

Bibliography

Azevedo, P. M. (2018). La plataforma de aprendizaje Kahoot en las clases de ELE. En Cea, A. M. et al. (2018). Investigación e innovación en la enseñanza de ELE: Avances y desafíos (org.). Ribeirão: Húmus.

García, C. (2013). Utilización de estrategias y actividades lúdicas, por parte de docentes, padres y madres, para el logro de aprendizajes significativos y motivación de los/as alumnos/as de IV año de la Escuela La Trinidad del circuito 03 de la Dirección Regional de Educación de Sarapiquí en el 2013 [Thesis]. Universidad Estatal a Distancia de Costa Rica.

Martín, N., Martín, V. & Trevilla, C. (2009). Influencia de la motivación intrínseca y extrínseca sobre la transmisión de conocimiento. El caso de una organización sin fines de lucro. Revista de Economía Pública, Social y Cooperativa, Issue 66, 187-211.

Méndez, Z. (2005). Aprendizaje y cognición (9ª ed.). Costa Rica: EUNED.

Meneses, M. & Mongue, M. (2001). El juego en los niños: enfoque teórico. Revista de Educación UCR, Issue 2, volume 25, 113-124.

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