Abstract

SANTIAGO-GONZALEZ, Pilar Del Rocío; RAMIREZ-HEREDIA, Rosa Candelaria; NINA-CUCHILLO, Josue  and  SANCHEZ-AGUIRRE, Flor De María. Gamification and Reading Comprehension in English in Students of a Peruvian Military School. Revista Docentes 2.0 [online]. 2023, vol.16, n.2, pp.347-356.  Epub July 31, 2024. ISSN 2665-0266.  https://doi.org/10.37843/rted.v16i2.434.

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.

Keywords : Gamification; text comprehension; teaching English; online learning; military school.

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