Conclusion

 



From the study we can conclude the feasibility of gamifying English classes as a way to motivate English learning. 


We cannot infer about the age and sex of the participants, since there was no discrimination of results according to these factors, but since they were children between 9 and 11 years old and the tendency is positive, it can be inferred that gamification would be similar to playing a video game. 

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Hypothesis

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  Gamification is a strategy that generates much more motivation and satisfaction in the classroom. Children like to play, so gamifying the English classroom would help their performance by playing while learning.
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Introduction and objectives

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  Introduction   This research aims to evaluate the use of gamification in virtual classrooms for teaching English to 5th graders, in order to achieve the expected performance and motivation. It arises from the lack of motivation observed in children in the use of strategies under the virtual modality, where the use of a second language and independent work could have had an impact on low performance and low quality in the knowledge acquired. To obtain the results, a 12-question survey was applied to a sample of 14 children. Among them, there is a high tendency for their classes to be gamified because they would be more pleasant and satisfactory. However, they like the current ones. In conclusion, the study allowed to corroborate how convenient it would be to gamify the courses, therefore the recommendation is to take into account the strategy especially for the changes given by the pandemic. Research objectives   General objective To evaluate the use of gamification as a...
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