Contenido principal del artículo

Daysi Fierro López
María Gamán Parra
Adriana Lara Velarde
César Narváez Vilema

Este estudio analizó la efectividad de la gamificación en el aprendizaje del vocabulario en inglés en estudiantes de noveno año. Se aplicó un enfoque cuantitativo basado en pruebas antes y después de una intervención de una semana utilizando la plataforma Wordwall. Los resultados mostraron mejoras significativas en cuatro áreas: asociación de palabras con sus significados (30?%), completar espacios en blanco (35?%), opción múltiple (28?%) y uso del vocabulario en contexto (22?%). Además, se evidenció un notable aumento en la motivación y participación estudiantil. Estos hallazgos sugieren que la gamificación no solo fortalece la adquisición de vocabulario, sino que también promueve un ambiente de aprendizaje dinámico, participativo y motivador. Se concluyó que la implementación de estrategias lúdicas en la enseñanza del inglés como lengua extranjera resulta ser una alternativa eficaz, sostenible e innovadora para mejorar el rendimiento académico. Este enfoque puede ser replicado en diversos contextos educativos que busquen transformar la experiencia de aprendizaje.

This study analyzed the effectiveness of gamification in English vocabulary learning among ninth-grade students. A quantitative approach was applied, using pre- and post-tests surrounding a one-week intervention with the Wordwall platform. Results showed significant improvements across four areas: word-meaning matching (30%), fill-in-the-blanks (35%), multiple choice (28%), and vocabulary use in context (22%). A notable increase in student motivation and participation was also observed. These findings suggest that gamification not only enhances vocabulary acquisition but also promotes a dynamic, engaging, and motivating learning environment. The implementation of game-based strategies in teaching English as a foreign language proves to be an effective, sustainable, and innovative approach to improving academic performance. It was concluded that this methodology can be replicated in diverse educational contexts seeking to transform traditional learning experiences through interactive and student-centered practices. The study highlights the pedagogical potential of gamification in language education, offering valuable insights for educators and curriculum designers alike.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Fierro López, D., Gamán Parra, M., Lara Velarde, A., & Narváez Vilema , C. (2025). Gamificación y vocabulario en inglés: innovación lúdica para transformar el aprendizaje. Revista Peruana De Educación, 7(14), 13–20. https://doi.org/10.37260/repe.v7n14.2
Sección
INVESTIGACIONES
Referencias

Ali, R., & Abdalgane, M. (2022). The impact of gamification Kahoot app in teaching English for academic purposes. World Journal of English Language, 12(1), 1–11. https://www.sciedupress.com/journal/index.php/wjel/article/view/22689/14055

Beck, I. L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Creswell, J. W. (2020). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040

García, M. (2021). Gamification in education: Strategies for the classroom. University Press.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Human Behavior, 19(1), 1–21. https://doi.org/10.1016/S0747-5632(02)00021-1

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

López, A. (2021). The impact of gamification on language learning. Journal of Education, 10(2), 45–58.

McMillan, J. H. (2018). Educational research: Fundamentals for the consumer (7th ed.). Pearson.

Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://www.mdpi.com/2227-7102/13/1/24

Sailer, M., Mayr, S., & Mandl, H. (2021). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Salimei, A., & Zangeneh, H. (2022). The effect of gamification on vocabulary learning (learning English as a second language) among the fifth-grade elementary school students. Technology of Education Journal (TEJ), 16(4), 723–734. https://doi.org/10.22061/tej.2022.8550.2686

Tharp, R. G. (1988). Learning together: A collaborative approach to education. Bergin & Garvey.

Thiagarajah, K., Ng, M. M., Jeyaraja, S. S. B., Gunasehgaran, V., & Maniam, M. (2022). Effectiveness of gamification tool in teaching vocabulary. International Journal of Academic Research in Business and Social Sciences, 12(9), 1046–1063. https://doi.org/10.6007/IJARBSS/v12-i9/14632