Un método lúdico: La influencia de la gamificación en el autoaprendizaje de los estudiantes del Departamento de Lenguas Extranjeras de la Universidad Pública de Educación de Perú.

Abstract

This study investigates the relationship between gamification and self-learning among students at the Public University of education. Utilizing reliable questionnaires with coefficients of 0.918 for gamification and 0.930 for self-learning, the research measures students' perceptions across several dimensions of gamification and self-learning. The descriptive results reveal a predominantly low perception of gamification, with 68% of students rating it as low. Similarly, 64% of students perceive their self-learning capabilities as low. Hypothesis testing shows no significant correlation between gamification and self-learning, suggesting that gamification, as currently perceived, does not significantly influence self-learning processes. These findings indicate the need for re-evaluating gamification strategies to better support and enhance self-learning among students. The study contributes to understanding the effectiveness of gamification in educational contexts and highlights areas for future research and development. © 2024 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.