Gamification and Reading Comprehension in English in Students of a Peruvian Military School DOI: https://doi.org/10.37843/rted.v16i2.434

Main Article Content

Santiago-González, P. del R.
PE
https://orcid.org/0000-0001-7493-2554
Ramirez-Heredia, R. C.
PE
https://orcid.org/0000-0001-7675-5969
Nina-Cuchillo, J.
PE
https://orcid.org/0000-0002-2217-9713
Sánchez-Aguirre, F. de M.
PE

Abstract

Teaching English is essential for current academic and professional development. This competition is even more relevant in Peruvian military schools due to its national and international representative role. For this reason, gamification has emerged as a promising educational strategy to transform the learning process into a more attractive and interactive experience. This research aimed to determine the relationship between gamification and the comprehension of texts in English. The research method was a hypothetical-deductive, positivist paradigm with a quantitative approach, non-experimental design, descriptive-correlational, and cross-sectional. The non-probabilistic sample corresponds to 120 students from a Military School in Peru. The techniques were the survey along the test. In addition, a questionnaire on gamification was used, with a reading comprehension test. The analysis of results was carried out using Spearman's Rho test. It was found that gamification had a regular performance. In addition, the students' comprehension of texts in English had a level in progress. Likewise, there is a significant relationship between gamification and the literal, inferential, and critical dimensions of the comprehension of texts in English, with a moderate level of correlation in all cases. The conclusion was that gamification is significantly related to the comprehension of texts in English.


 

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How to Cite
Santiago-González, P. D. R. ., Ramirez-Heredia, R. C., Nina-Cuchillo, J., & Sánchez-Aguirre, F. D. M. (2023). Gamification and Reading Comprehension in English in Students of a Peruvian Military School. Docentes 2.0 Journal, 16(2), 347–356. https://doi.org/10.37843/rted.v16i2.434
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Articles
Author Biographies

Santiago-González, P. del R., Cesar Vallejo University

Magister en Didáctica en Idiomas Extranjeros de la Universidad César Vallejo. Desde el 2009 a la fecha se desempeña como docente de idiomas en el Centro de Idiomas Virgen de las Mercedes de Lima y desde el 2018 en la Escuela Militar de Chorrillos “Coronel Francisco Bolognesi” con rango universitario, como la de Saint Cyr en Francia, para la que ha publicado dos artículos en la revista El Investigador. Actualmente curso el tercer ciclo de doctorado en la misma casa de estudios donde realicé mi maestría, motivo por el que deseo contribuir con este aporte dentro de los ODS al 2030, planteados por UNESCO.

Ramirez-Heredia, R. C., Southern Scientific University

Magíster en Investigación y Docencia Universitaria, experiencia como docente universitario.

Nina-Cuchillo, J., National University of San Marcos

Magíster en Docencia Universitaria, Ingeniero Industrial, Especialista en Investigación Científica y Tecnologías de la Información y las Comunicaciones (TIC). Actualmente es Coordinador de la Unidad de Investigación del Project Management Institute (PMI) y se desempeña como docente del Centro de Informática de la Universidad Nacional Mayor de San Marcos.

Sánchez-Aguirre, F. de M., Cesar Vallejo University

Doctor en Educación. Especialista en Investigación y Docencia Universitaria. Actualmente, se desempeña como docente del IESPP “Manuel González Prada y Docente RENACYT Carlos Monje III - CONCYTEC – PERÚ de la Escuela de Posgrado de la Universidad César Vallejo.

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