Gamification Project in Japanese Higher Education for Spanish as a Foreign Language

• Published in: Journal of higher education theory and practice 2022-03, Vol.22 (2), p.255-273
• Main Author: Andrés, García Álvarez
• Format: Article
• Language: English
• Subjects: Academic achievement; Behavior; Blended learning; Communications technology; Control Groups; Distance learning; Educational Environment; Educational Innovation; Foreign language instruction; Foreign language learning; Gamification; Higher education; Japanese language; Learning environment; Learning Processes; Motivation; Second language instruction; Self esteem; Spanish as a second language; Spanish language; Student Motivation; Students; Teaching methods; Thinking Skills
• ISSN: 2158-3595; 2158-3595
• DOI: 10.33423/jhetp.v22i2.5063

This paper discusses and highlights the use of Information and Communication Technologies (ICT); more precisely showing gamification as a motivational generator element, in a Japanese university context, for teaching Spanish as a foreign language. The method: the investigative approach is a mixed method (quantitative and qualitative). This quasi-experimental and cross-cutting design study was applied to two student groups (experimental and control groups). The working hypothesis is that as a result of the implementation of gamification strategies and techniques to a course through LMS (Blended Learning) for teaching Spanish, motivation and academic performance will increase among students. In conclusion: one of the main goals of this article is to frame and enclose the main mechanics ofgamification, and apply them into our daily teaching. According to the data obtained, it is therefore apparent that we achieve a higher commitment and better involvement from our students.