Gamification with Educaplay to improve academic performance and motivation in Language and Literature in high school students with unfinished schooling

Abstract

Gamification strategies applied to the school environment have become a fundamental tool to improve motivation and academic performance, which is relevant in the learning process of people with unfinished schooling. The objective of the study to evaluate the impact of gamification with Educaplay on the academic performance and motivation of high school students with unfinished schooling in a Language and Literature subject. This study was framed in a quantitative, descriptive, longitudinal paradigm. A sample of 25 students, aged 18 to 62, from the second year of high school, belonging to the Luis Cordero Educational Unit in the city of Azogues in the province of Cañar, was selected. A learning card methodology was applied for 2 weeks, and was complemented with the gamification strategy with Educaplay during the following 2 weeks, completing two topics per week. The data were obtained through assessment with learning cards and a group survey. Among the main results, it was found that students improved their academic performance and motivation when Educaplay was introduced as a platform to complement learning. It provided immediate and personalized feedback, so it can provide better use in the formative assessment process. The results of the study suggest that the incorporation of this tool in the subject of Language and Literature can contribute to improving the teaching-learning process, with benefits such as increased motivation, commitment and participation of the student, as well as greater effectiveness in the teacher's work.

Keywords: Gamification; Language and Literature; Educaplay; Unfinished Schooling.