Palabras clave
Enseñanza basada en juegos
Inclusión
Compromiso
Participación Online Learning
Game-Based Teaching
Inclusion
Engagement
Participation
Resumen
Este artículo reporta un proyecto en curso desarrollado dentro de la Facultad de Educación de la Universidad Distrital Francisco José de Caldas. Esta investigación tuvo como objetivo describir y analizar el impacto que la enseñanza basada en juegos produce en el compromiso y la participación de los estudiantes en una clase de inglés como lengua extranjera (EFL). Los participantes son estudiantes de octavo grado de una institución privada en Bogotá, Colombia. La información se recopiló mediante diferentes medios de investigación, como el estudio de antecedentes, las encuestas a los maestros, las observaciones de los investigadores y las notas de campo. Asimismo, el análisis se realizó empleando los principios de codificación axial, se realizó un examen riguroso para establecer categorías y patrones recurrentes para la codificación axial. La primera fase de esta investigación se centró en identificar los patrones de participación de los estudiantes antes de aplicar el modelo basado en juegos. Más adelante para examinar cómo los alumnos percibieron y se adaptaron a la instrucción basada en juegos. Consiguientemente, su impacto en la participación de los alumnos en la clase de inglés como lengua extranjera. Por lo tanto, se realizó un análisis para explorar las percepciones de lo que la literatura había identificado como patrones de participación, participación de los estudiantes, enseñanza basada en juegos, enseñanza en línea e inclusión. Los hallazgos iniciales revelaron que los estudiantes de octavo grado se sentían más cómodos al aprender a través del modelo basado en juegos en el entorno en línea, lo que contribuyó a un crecimiento en la participación y el compromiso en la clase de inglés como lengua extranjera.
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