La gamificación y su influencia en el aprendizaje de lengua y literatura para básica superior del colegio Dr. José Ochoa león, Pasaje, 2024-2025

Abstract

This thesis examines the influence of gamification on language and literature learning, exploring how the use of game dynamics in the classroom can enhance the development of students' language skills. The study is based on Mihaly Csikszentmihalyi's Flow theory, which argues that learning becomes more effective when students are fully immersed and motivated in a challenging but achievable activity. The aim is to analyze the influence of gamification as a pedagogical strategy in language and literature learning. In this sense, gamification is presented as a solution to achieve this objective. From this perspective, gamification fosters active and meaningful learning by incorporating game mechanics that spark students' interest, motivation, and engagement. This strategy not only promotes the acquisition of new content but also strengthens skills such as problem-solving, teamwork, and critical thinking, which are essential for language and literature learning. This research is based on the influence of gamification and its influence on language and literature learning for upper elementary school at Dr. José Ochoa León School, Pasaje, 2024-2025. Using a mixed methodology (quantitative-qualitative, based on information presented in tables and statistical graphs obtained from field research, and qualitative, based on interviews that were analyzed and interpreted). Regarding the level of research, this is explanatory, descriptive, and relational. Explanatory, since it details the aspects related to the cause and effect of the problem under study. Descriptive, since it presents reality objectively through tables and statistical graphs detailing frequencies and percentages. Relational, since it establishes the links between the dependent variable, Language and Literature Learning, and the independent variable, Gamification. The research modality was documentary and field documentary, since the status of the problem under investigation was established using scientific articles, thesis papers, and books as bibliographic sources. Field research was conducted since research instruments included interviews, observation, and surveys. The techniques applied in the research process were interviews with teachers and administrators of the institution under investigation, structured in a questionnaire. Open-ended questionnaires were used to systematically and thoroughly record all relevant observations and information regarding learning difficulties in the area of language and literature, ensuring that the data is consistent and useful for future reference and analysis. A survey technique was also applied, using a 10-question, closed-ended, multiple-choice questionnaire addressed to three area teachers. The purpose of this survey was to obtain their opinions and criteria regarding "Gamification and its influence on language and literature learning in upper elementary school at Dr. José Ochoa León High School." Finally, an observation guide was developed for upper elementary students, with 369 students participating, resulting in a final sample of 192. Regarding the results obtained, it was revealed that the teaching-learning process in language and literature is characterized by being traditional, and the technological tools used by teachers are PowerPoint and Canva. Finally, the methodological process for implementing gamification as a teaching strategy consists of platform selection, definition of learning objectives, and selection of elements. game, narrative creation, activity design, rule development, feedback, and evaluation.As a final investigation, we have determined that to ensure quality teaching in which gamification is an essential component of the pedagogical process, it is crucial to provide specialized teacher training in this methodology. The findings of the thesis indicate that many teachers still lack the digital and methodological skills to effectively implement gamification. Training in technological tools such as gamification platforms, point systems, and the use of interactive applications will allow educators to create more immersive and adaptive learning environments.This training will provide teachers with the necessary knowledge to integrate playful elements into the curriculum, design gamified educational experiences, and use emerging technologies that promote active participation, autonomous learning, and the development of critical skills in students.