Gamification Applied to English Language Learning, A View from Digital Platforms

Abstract

The present doctoral thesis research addresses as an object of study Gamification applied to English language Learning in the Dominican Republic. The purpose of this study was to understand the use of Gamification in the classroom and English language learning through motivation of high school students at the public schools under study. The population is made up of 10 English teachers and their students from 5 public schools in Santo Domingo. The school population was 1700 students. The sample size was 10 English teachers and 150 high school students in the public sector. The sampling was non-probabilistic. The present research is under the multi-method research paradigm of mixed approach with netnographic data collection techniques. For the quantitative part of this study, two questionnaires were designed, one for teachers with 10 questions and the other for students with 40 questions, divided in three dimensions, composed of Likert scale questions. For the qualitative moment, a didactic script was elaborated for the processing of the virtual survey to Gamification experts. Through the study, it became evident that the use of Gamification in the classroom has a direct impact on the motivational, emotional, attitudinal, affective, and cognitive aspects. In addition, it has a direct impact on social aspects such as collaborative work and the promotion of values in students. It is also evident that although teachers are aware of the benefits provided by the implementation of this methodology in the classroom, they have used it very infrequently, which in turn has affected the academic performance of students, as evidenced in the diagnostic evaluation applied to the students who were the object of this study.