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Motivation In The Gamified Classroom: Insights From An Efl Education Context

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dc.audience
dc.contributor.advisorPastrana Muñoz, Juan Carlos
dc.contributor.authorRodiño Coronado, Brayan Fernando
dc.contributor.juryPugliese, Gabriella
dc.date.accessioned2024-02-01T13:15:55Z
dc.date.available2024-02-01T13:15:55Z
dc.date.issued2023-11-28
dc.description.abstractEste informe tiene como objetivo informar sobre la pasantía realizada en la institución General Santander en Montería a través de clases presenciales las cuales tuvieron como propósito mejorar la motivación de los estudiantes de 6to a 8vo grado como aporte a mejorar el aprendizaje del inglés antes mencionado. contextospa
dc.description.abstractThis report aims to inform about the internship carried out at the General Santander institution in Monteria through face-to-face classes which had the purpose of improving the motivation of students from 6th to 8th grade as a contribution to improve the learning of English previously mentioned contexteng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsINTRODUCTION 5eng
dc.description.tableofcontentsPEDAGOGIES 7eng
dc.description.tableofcontentsGamification 7eng
dc.description.tableofcontentsICTs In Language Teaching 8eng
dc.description.tableofcontentsKahoot As Learning Strategy 9eng
dc.description.tableofcontentsMETHODOLOGIES 12eng
dc.description.tableofcontentsSchedule 15eng
dc.description.tableofcontentsFINDINGS 18eng
dc.description.tableofcontentsProfessional Growth 23eng
dc.description.tableofcontentsPersonal Growth 26eng
dc.description.tableofcontentsStudents’ Gains 27eng
dc.description.tableofcontentsInstitutional impact 30eng
dc.description.tableofcontentsCONCLUSIONS AND RECOMMENDATIONS 32eng
dc.description.tableofcontentsLIMITATIONS 34eng
dc.description.tableofcontentsREFERENCES 36eng
dc.description.tableofcontentsAPPENDICES 38eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8173
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.referencesDeterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). From game design elements to gamefulness: defining “gamification”. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
dc.relation.referencesZichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill Education.
dc.relation.referencesWarschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71.
dc.relation.referencesSalehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. In Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012), IPEDR (Vol. 27, No. 1, pp. 215-219).
dc.relation.referencesCuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. Teachers College Press
dc.relation.referencesVázquez-Cano, E., Sevillano-García, M. L., & López-Meneses, E. (2018). Educational integration of Kahoot in higher education: A constructivist approach. International Journal of Educational Technology in Higher Education, 15(1), 1-15.
dc.relation.referencesRoach, T. (2015). Student engagement with Kahoot! In Proceedings of the 9th International Conference on Networked Learning (pp. 1-8).
dc.relation.referencesJohnson, L., Adams, S., & Cummins, M. (2012). Technology's impact on learning in the 21st century. A report on the Horizon Project. Austin, TX: The New Media Consortium.
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsGamification
dc.subject.keywordsICTs
dc.subject.keywordsKahoot
dc.subject.keywordsMotivation
dc.subject.proposalGamificacion
dc.subject.proposalTIC
dc.subject.proposalKahoot
dc.subject.proposalMotivacion
dc.titleMotivation In The Gamified Classroom: Insights From An Efl Education Contexteng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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