Game-based learning in disruptive classrooms to promote educational equity
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2024-06-03
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Jaén: Universidad de Jaén
Resumen
Este trabajo fin de máster consiste en el análisis de los resultados de la aplicación de la metodología de Aprendizaje Basado en Juegos en la enseñanza de la lengua inglesa desarrollada en una clase disruptiva de tercer curso de ESO (Educación Secundaria Obligatoria) en la modalidad de diversificación. Este estudio también se basa en la aplicación del refuerzo positivo y de diversos recursos y técnicas de gestión del aula para evitar la disrupción. La finalidad de este trabajo es proponer recomendaciones adecuadas para el buen funcionamiento de las clases con alumnos con motivación para aprender inglés, trabajar y no abandonar los estudios. Considerando la aplicación de esta metodología en la escuela, los efectos que podrían derivarse serían adecuados para conseguir una reducción de la disrupción en el aula, una mejora del clima de trabajo en clase y mejores resultados para obtener una comunicación intercultural exitosa y un deseo de continuar
aprendiendo inglés.
This Master's dissertation consists of the analysis of the results of the implementation of the Game-based learning methodology in English language teaching developed in a disruptive class in the third year of ESO (Compulsory Secondary Education) in the diversification modality. This study is also based on the application of positive reinforcement and various resources and classroom management techniques to avoid disruption. The purpose of this work is to propose appropriate recommendations for the proper functioning of classes with students with motivation to learn English, to work and not to drop out of their studies. Considering the application of this methodology in the school, the effects that could result would be adequate to achieve a reduction of disruption in the classroom, an improvement of the working atmosphere in class and better results to obtain a successful intercultural communication and a desire to continue learning English as a first foreign language on the part of the students.
This Master's dissertation consists of the analysis of the results of the implementation of the Game-based learning methodology in English language teaching developed in a disruptive class in the third year of ESO (Compulsory Secondary Education) in the diversification modality. This study is also based on the application of positive reinforcement and various resources and classroom management techniques to avoid disruption. The purpose of this work is to propose appropriate recommendations for the proper functioning of classes with students with motivation to learn English, to work and not to drop out of their studies. Considering the application of this methodology in the school, the effects that could result would be adequate to achieve a reduction of disruption in the classroom, an improvement of the working atmosphere in class and better results to obtain a successful intercultural communication and a desire to continue learning English as a first foreign language on the part of the students.