Práctica gamificadora interactiva en el proceso de enseñanza-aprendizaje del idioma inglés de los docentes de las escuelas de la ciudad de Bahía de Caráquez, Ecuador

Abstract

This research aims to diagnose the interactive gamification practices of the English teaching-learning process used by teachers of Bahía de Caráquez’s schools. It will start by making a brief contrast between the prior confinement situation and the current one and its influence on teaching practices. The research has a qualitative-quantitative approach, and applies inductive, deductive, analytical and synthetic methods. The collection of initial data was carried out through a questionnaire applied to 472 students to collect their assessment of their English classes. In addition, further interviews of 3 teachers were conducted from different educational institutions, in order to determine their use of technological tools in gamification. The results during the pandemic period showed that teachers aggressively ventured into the use of offline and online tools. Their plans set out their class objective. However, it became clear that the teachers had a serious lack of knowledge in the use of technologies. They plan and set out the class objectives, but they need to be instructed in the use of the technologies created for this situation. In addition, the creative techniques to gamify a class, students require more gamification in the class as a dynamic tool.