A Playful Method: The influence of gamification on the self-learning of students in the Department of Foreign Languages at the Public University of Education in Peru

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.