Learning styles and gamification in English classes at higher education

• Aldama-Juárez, Benjamín ^[1] ; Ruiz-Romero, Itzel Angélica ^[1] ; Caipe-Colimba, Natali Del Rosario ^[2] ; Juárez-Díaz, Catalina ^[1]
  1. [1] Benemérita Universidad Autónoma de Puebla

     Benemérita Universidad Autónoma de Puebla

     México

     
  2. [2] Universidad de Caldas

     Universidad de Caldas

     Colombia

     
• Localización: Revista Caribeña de Investigación Educativa (RECIE), ISSN-e 2636-2147, ISSN 2636-2139, Vol. 8, Nº. 2, 2024 (Ejemplar dedicado a: RECIE. Revista Caribeña de Investigación Educativa), págs. 151-168
• Idioma: inglés
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• Resumen

  • Student learning styles and gamification benefit academic performance. This case study aimed to identify the language learning experiences of students with different learning styles in a gamified learning class. Nine participants between 19 and 32 years old were interviewed in an English II semi-school course at the Faculty of Administration of a higher education institution in central Mexico. The results indicated a high preference for the visual and dependent styles, positive perceptions towards gamification, a change of attitude towards learning English, and improvement in vocabulary, listening comprehension, and pronunciation. It is concluded that gamification and students' learning styles increase their inclination to learn English.