DOI:
https://doi.org/10.14483/22487085.18921Published:
2023-05-30Issue:
Vol. 25 No. 1 (2023): January-JuneSection:
Research ArticlesForeign Language Teachers’ Perceptions after Gamified Classroom Practice
Percepciones del profesorado de lenguas extranjeras tras la práctica de la gamificación en aula
Keywords:
Profesorado de lenguas extranjeras, Gamificación, Desarrollo profesional, Percepciones del profesorado, Formación de profesores (es).Keywords:
Foreign language teachers, Gamification, Teachers’ perceptions, Teacher training (en).Downloads
Abstract (en)
This study examines the perceptions and beliefs of thirteen teachers of foreign languages who have received specialized training in gamification and have put it into practice in the classroom. Specifically, the study analyses the impact of gamification in the three years following its introduction into their teaching practices. To gain insights into teachers’ perspectives and attitudes towards gamification, thirteen semi-structured interviews were conducted. The analysis of the interviews revealed that gamification is viewed by teachers as a motivating and collaborative strategy which can be challenging to implement in some courses but can be facilitated by certain key elements such as the use of narratives in the classroom. Additionally, teachers highlighted the need for more training in this new pedagogical strategy and the importance of collaborative planning of gamified experiences with colleagues. The value of this study lies in showing the impact of gamification on the perceptions of foreign language teachers in the medium term after its introduction into their classrooms.
Abstract (es)
Este estudio examina las percepciones y creencias de trece profesoras de lenguas extranjeras quienes han recibido formación especializada en gamificación y la han implementado en sus aulas de clases. Específicamente, la investigación se enfoca en analizar el impacto que la gamificación ha tenido en sus prácticas docentes tres años después de su implementación. Para conocer las perspectivas y actitudes de las profesoras sobre esta estrategia pedagógica, se realizaron trece entrevistas semiestructuradas. El análisis de ellas reveló que las profesoras perciben la gamificación como una estrategia motivadora y colaborativa, aunque su implementación puede ser difícil en ciertos tipos de cursos. Sin embargo, destacan que la gamificación puede desarrollarse en clase a partir de ciertos elementos clave, como la narrativa. Además, las profesoras resaltaron la necesidad de una mayor formación en esta nueva estrategia metodológica y la importancia de construir experiencias didácticas gamificadas colaborativamente con otros profesores. El valor de este estudio radica en mostrar el impacto de la gamificación en las creencias y percepciones de las profesoras de lenguas extranjeras en el mediano plazo, una vez que han introducido esta metodología en clase.
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