16
Revista Iberoamericana de la Educación, Vol - 8 No. 2, April - June 2024
e-ISSN: 2737-632x
Pgs 16-35
* Magíster en Educación Tecnología e
Innovación Licenciada en Ciencias de la
Educación - Mención Educación Básica
Docente en Unidad Educativa "Crnl.
Luciano Coral Morillo"
verito261982@live.com
https://orcid.org/0009-0007-7658-3256
* Ingeniero de Mantenimiento - Ingeniero
en Administración y Producción Industrial-
Magister en Diseño Industrila y de
Procesos
Docente - Investigador en Escuela
Superior Politécnica de Chimborazo
(ESPOCH)
ezumba@espoch.edu.ec
https://orcid.org/0000-0002-2121-8418
* Licenciada en Promoción y Cuidados
para la Salud Vicente Rocafuerte
Docente en Unidad Educativa "José María
Román"
ellisibarra95@gmail.com
https://orcid.org/0009-0001-3158-1739
* Magister en Docencia Mención
Interveción Psicopedagógica
Docente en Unidad Educativa "José María
Román"
beliza.yumi@educacion.gob.ec
https://orcid.org/0009-0002-3086-331X
Received: January, 2024
Approved: March, 2024
DOI:
https://doi.org/10.31876/
ie.v8i12.268
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Rosero, V., Zumba, E.,
Ibarra, R., Yumi, B. (2024)
Interactive games for
meaningful learning in the
area of Language and
Literature. Revista
Iberoamericana De
educación, 8 (2).
Interactive games for meaningful learning
in the area of Language and Literature
Los juegos interactivos para el aprendizaje significativo en el área de
Lengua y literatura
Jogos interactivos para uma aprendizagem significativa na área da língua e
da literatura
Verónica Patricia Rosero Rosero*
Ember Geovanny Zumba Novay*
Ruth Carolina Ibarra Villacrés*
Beliza Enriqueta Yumi Chiluiza*
Abstract
Given the need to promote more dynamic and participatory
educational strategies, a proposal for interactive games as a
pedagogical resource to improve learning around Language and
Literature in sixth grade students of Basic Education is proposed. The
methodology used consisted in applying surveys and interviewing 57
students and two teachers of an Educational Unit in order to design
and carry out a series of educational sessions that incorporated
interactive games as an integral part of the teaching-learning process.
The main results showed that, although a significant percentage of
students (60%) use interactive games for language and literature
learning, there is still a considerable proportion (40%) who are not
familiar with this type of resource. The use of different interactive
resources, such as Wordwall, Arbolabc, Liveworksheets and
Jiwsaplanet, varied among students (8%-49%), with some being
more popular than others. There is a different perception of teachers
(50%-50%) on the level of knowledge to apply interactive games in
the classroom, highlighting differences in the evaluation of aspects
such as the definition of clear objectives, transformation of learning
into a game, proposal of specific challenges, among others. This
study concludes that the detailed proposal to improve learning in
Language and Literature using interactive games represents an
innovative and effective approach to promote meaningful and
participatory learning in the classroom.
Keywoks: Interactive games, participatory learning, educational
strategies, language and literature, elementary education.
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Interactive games for meaningful learning in the area of Language and Literature
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Resumen
Ante la necesidad de promover estrategias educativas más dinámicas
y participativas, se plantea una propuesta de juegos interactivos
como recurso pedagógico para mejorar el aprendizaje en el área de
Lengua y Literatura en estudiantes de sexto año de Educación
Básica. La metodología utilizada consistió en aplicar encuestas y
entrevista a 57 estudiantes y dos docentes de una Unidad Educativa
a fin de diseñar y llevar a cabo una serie de sesiones educativas que
incorporaron juegos interactivos como parte integral del proceso de
enseñanza-aprendizaje. Los resultados principales mostraron que,
aunque un porcentaje significativo de estudiantes (60%) utiliza
juegos interactivos para el aprendizaje de lengua y literatura, aún
existe una proporción considerable (40%) que no está familiarizada
con este tipo de recursos. La utilización de diferentes recursos
interactivos, como Wordwall, Arbolabc, Liveworksheets y
Jiwsaplanet, varió entre los estudiantes (8%-49%), con algunos
siendo más populares que otros. Existe una diferente percepción de
los docentes (50%-50%) sobre el nivel de conocimiento para aplicar
juegos interactivos en el aula, destacando diferencias en la
evaluación de aspectos como la definición de objetivos claros,
transformación del aprendizaje en juego, propuesta de retos
específicos, entre otros. Este estudio concluye que la propuesta
detallada para mejorar el aprendizaje en el área de Lengua y
Literatura mediante el uso de juegos interactivos representa un
enfoque innovador y efectivo para promover un aprendizaje
significativo y participativo en el aula.
Palabras clave: Juegos interactivos, aprendizaje participativo,
estrategias educativas, Lengua y literatura, educación básica.
Resumo
Dada a necessidade de promover estratégias educativas mais
dinâmicas e participativas, propõe-se uma proposta de jogos
interactivos como recurso pedagógico para melhorar a aprendizagem
na área da Língua e Literatura em alunos do sexto ano do Ensino
Básico. A metodologia utilizada consistiu na aplicação de inquéritos
e na realização de entrevistas a 57 alunos e dois professores de uma
Unidade Educativa, com vista à conceção e realização de um
conjunto de sessões educativas que incorporaram jogos interactivos
como parte integrante do processo de ensino-aprendizagem. Os
principais resultados revelaram que, apesar de uma percentagem
significativa de alunos (60%) utilizar jogos interactivos para a
aprendizagem da língua e da literatura, existe ainda uma
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percentagem considerável (40%) que não está familiarizada com este
tipo de recursos. A utilização de diferentes recursos interactivos,
como o Wordwall, o Arbolabc, o Liveworksheets e o Jiwsaplanet,
varia entre os alunos (8%-49%), sendo alguns mais populares do que
outros. Há uma perceção diferente dos professores (50%-50%) sobre
o nível de conhecimento para aplicar jogos interactivos na sala de
aula, destacando-se diferenças na avaliação de aspectos como a
definição de objectivos claros, a transformação da aprendizagem em
jogos, a proposta de desafios específicos, entre outros. Este estudo
conclui que a proposta detalhada para melhorar a aprendizagem na
área de Língua e Literatura através do uso de jogos interactivos
representa uma abordagem inovadora e eficaz para promover uma
aprendizagem significativa e participativa na sala de aula.
Palavras-chave: Jogos interactivos, aprendizagem participativa,
estratégias educativas, Língua e Literatura, ensino básico.
INTRODUCTION
In today's dynamic educational scenario, the integration of
innovative pedagogical methods appears as an imperative need to
enhance meaningful learning in students (Guilca et al., 2023). The
growing demand for adaptive skills and access to advanced
technologies underscore the importance of exploring educational
approaches that not only maintain students' attention, but also
promote deep understanding and the development of critical skills
(Sempértegui et al., 2023). In this context, the use of interactive
games in the area of Language and Literature emerges as an effective
pedagogical strategy, capable of providing a dynamic and
stimulating educational environment (Ponce and Vélez, 2023).
Despite the growing evidence supporting the effectiveness of
interactive games in the teaching of Language and Literature
(Moreira and Caicedo, 2022), the implementation of these tools in
the educational setting presents specific challenges and opportunities
(Vega et al., 2020). The lack of understanding about the variety of
games available, their alignment with curricular objectives and, in
particular, their effective integration into the teaching-learning
process (Martín-Ferrer et al., 2022) constitute key aspects that
deserve further exploration.
The Educational Unit "Crnl. Luciano Coral Morillo" Educational
Unit in the city of Tulcán, Ecuador is no stranger to this dynamic
that, despite having committed teachers, the systematic application
and full understanding of interactive games in the context of
Language and Literature may not be fully developed. This issue
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raises the need for a thorough evaluation of existing practices in
order to identify opportunities for improvement and optimize the
effectiveness of these pedagogical methods (Garcia and Lizandra,
2022) (Novay et al., 2023).
The importance of the development of the present article lies in the
need to address the gap between contemporary educational theory
and practical application in the classroom. A deeper understanding
of how interactive games can be optimally harnessed in the teaching
of Language and Literature not only benefits the educators and
students of the Unidad Educativa "Crnl. Luciano Coral Morillo"
Educational Unit, but also contributes to the body of pedagogical
knowledge at a broader level.
From this perspective, this article focuses on exploring and
analyzing the crucial role of interactive games in the educational
process of children in general in the sixth year of Basic Education of
the Educational Unit "Crnl. Luciano Coral Morillo" Educational
Unit in the city of Tulcán, Ecuador. The main purpose is to identify
the interactive games used by teachers and students in the area of
Language and Literature, evaluating their impact on students'
significant learning. Specifically, the knowledge of teachers and
students about the use of interactive games in this subject was
evaluated to finally propose collaborative sessions between teachers
and students in the context of interactive games in order to improve
meaningful learning in sixth grade students.
The relevance of this study is highlighted in its potential to transform
the educational experience, emphasizing the importance of
pedagogical strategies that not only educate, but also inspire and
promote the love for reading and written expression (Zapo et al.,
2024). By addressing the identified problem, it is hoped to provide
educators with the tools and information necessary to integrate
interactive games more effectively, thus generating a positive and
lasting impact on student learning in the area of Language and
Literature.
MATERIALS AND METHODS
The Educational Unit "Crnl. Luciano Coral Morillo" is located in the
La Palizada sector, belonging to the Urbina parish, located in the
Tulcán Canton of the Carchi Province. It is a public-support
institution characterized by its rural environment and its morning
attendance mode. It offers a varied academic offer ranging from
High School to Unified General High School, including the General
Basic Education levels from second to tenth grade.
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With a student population of 957 students, the institution has a
diversified team that includes 1 director, 3 administrative staff, 57
teachers, 2 service personnel and 3 professionals that make up the
Student Counseling Department (DECE). The research focused
specifically on sixth-year students, divided into A and B parallels,
totaling 57 participants. This choice is based on the need to
understand in depth the educational dynamics at this level, where we
seek to implement meaningful learning strategies through interactive
games in the area of Language and Literature.
The present research adopts a mixed design that combines
qualitative and quantitative elements to comprehensively address the
specific objectives proposed. This mixed approach is selected with
the purpose of providing a complete and enriching vision of the
implementation of interactive games in the area of Language and
Literature, as well as the knowledge and teaching practices in the
Educational Unit "Crnl. Luciano Coral Morillo" Educational Unit in
the city of Tulcán.
It is framed in two types of research: descriptive and exploratory. On
the one hand, the exploratory approach allowed us to openly inquire
about current practices, explore new ideas and discover possible
interactive games that teachers may be using. On the other hand, the
descriptive research focused on characterizing and measuring
teachers' knowledge regarding the use of interactive games.
The study population consisted of a total of 957 students, covering
all educational levels, from High School to Unified General High
School. A representative sample was selected to obtain relevant and
significant information, being the sample size 57 students, belonging
to parallel A and B of the sixth years of Basic Education. The choice
of this specific group was based on the need to understand in depth
the pedagogical dynamics at the sixth grade level, where we seek to
implement meaningful learning strategies through interactive games
in the area of Language and Literature. In addition, two sixth grade
teachers were included in the sample, whose participation provided
a valuable perspective on the implementation of interactive games in
the educational process.
First, a quantitative analysis was carried out in which teachers' and
students' knowledge about the use of interactive games in the area of
Language and Literature was evaluated by means of structured
surveys. This quantitative approach allowed the collection of
specific and measurable data on the perception, understanding and
frequency of use of these pedagogical resources. The combination of
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closed and open-ended responses facilitated statistical analysis that
contributed to objectivity in the interpretation of the results.
Subsequently, a qualitative analysis was carried out through the
application of semi-structured interviews with sixth grade teachers.
These interviews made it possible to identify the interactive games
used in the area of Language and Literature, exploring the teachers'
perceptions of their effectiveness and understanding the educational
context in which they are implemented.
Finally, the design phase of interactive games was approached
through a participatory method, where teachers and students were
involved in collaborative sessions. These sessions encouraged
creativity and the co-creation of games adapted to the specific needs
of the Language and Literature area. In addition, direct feedback
from the participants in this process allowed adjusting and refining
the games according to the characteristics of the educational
environment of the institution.
The information gathered during the research was subjected to a
rigorous process of analysis and processing in order to extract
significant patterns and relevant conclusions. The responses
obtained from the semi-structured interviews with teachers were
transcribed and subjected to a qualitative content analysis where
emerging patterns, recurring themes and shared perceptions about
the effectiveness of interactive games in the area of Language and
Literature were identified.
The responses from the structured surveys were tabulated and
organized for subsequent quantitative analysis. The statistical
approach included both closed and open-ended responses, allowing
for a quantitative assessment of teachers' perception and knowledge
of the use of interactive games in the area of Language Arts.
The design phase was based on the active participation of teachers
and students in collaborative workshops. The direct feedback
received during these workshops was documented and analyzed to
identify key elements in the creation of interactive games adapted to
the specific context of the educational unit.
Informed consent was obtained from all participants prior to their
inclusion in the research. Teachers and students were fully informed
about the objectives, methodology and possible implications of the
study, assuring them the freedom to participate voluntarily or
withdraw at any time without repercussions. The information
collected was handled confidentially, using codes or identifiers
instead of real names where only the research team had access to
individual data, and any presentation of results was done in an
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aggregated and non-identifiable manner. Finally, it was ensured that
the research provided tangible benefits to the educational
community. Any potential harm to participants was avoided, and
priority was given to designing activities and questionnaires in an
ethical manner, avoiding any practices that could be harmful or
generate discomfort.
RESULTS
The results of the surveys applied to students and teachers, as well as
the interviews applied to teachers, are presented below. Based on
this, different collaborative sessions between teachers and students
are proposed in order to improve meaningful learning in the subject
of Language and Literature in sixth grade students through
interactive games.
Graph 1. Results of surveys applied to students
(a)
(b)
(d)
0% 50% 100%
Los libros
El computador
El celular
La tablet
Elemento divertido
para el aprendizaje
Nunca Pocas veces
A veces Con frecuencia
Siempre
0,00% 20,00% 40,00% 60,00% 80,00% 100,00%
Conocimiento
sobre juegos
interactivos
Si No
0,00% 20,00% 40,00% 60,00% 80,00%100,00%
Wordwall
Arbolabc
Liveworksheets
Jiwsaplanet
Porcentaje de uso de juegos
interactivos
Nunca Pocas veces A veces Con frecuencia Siempre
0,00% 20,00% 40,00% 60,00%
Nunca
Pocas veces
A veces
Con frecuencia
Siempre
Dificultad para jugar los
juegos interactivos
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The majority of students (29.80%) indicated that they use books
"always" for language and literature learning, followed by those who
use them "sometimes" (35.10%). A significant minority (10.50%)
indicated that they use books "rarely". The results show a more varied
distribution regarding the use of the computer for learning since a
considerable percentage of students (40.40%) indicated that they use
the computer "sometimes", followed by the group that uses it
"frequently" (14.00%). While 14% of the students indicated that they
never use the computer for language and literature learning (Fig. 1a).
Similar to the computer, the results for the cell phone also show a
varied distribution in terms of usage. The majority of students
(22.80%) indicated that they use the cell phone "always" or
"sometimes" (29.80%) for learning, while a smaller percentage
indicated that they never use the cell phone for this purpose (5.30%).
The tablet was the least used device for language and literature
learning according to the students surveyed as the majority (73.70%)
indicated that they never use the tablet for this purpose, while only a
small percentage use it often or always (Fig. 1a).
Thirty-four students indicated that they use interactive games for
language and literature learning, this represents 59.60% of the total
number of students. As for knowledge about interactive games,
40.40% of the students indicated that they are not familiar with this
type of resource (Fig. 1b). Thus, more than half of the students
surveyed use interactive games for language and literature learning;
however, a significant percentage is still not familiar with interactive
games, which could indicate an opportunity to introduce and promote
their use in the classroom as a pedagogical strategy to improve
meaningful learning in the area of language and literature.
Most of the students (49.10%) indicated that they never use
Wordwall as an interactive resource for learning, while 14% always
use it, and 8.80% use it frequently. About 43.90% of the students
have never used Arbolabc, a similar percentage (12.30%) always use
it, 17.50% use it sometimes, and another 17.50% use it frequently.
The majority (47.30%) of students have never used Liveworksheets,
however, 28.10% always use it, indicating a considerable group of
students who prefer it as an interactive resource. Similar to Wordwall
and Liveworksheets, about half of the students (47.30%) have never
used Jiwsaplanet, while 15.80% use it always, and 15.80% use it
sometimes (Fig. 1c). The majority of students (42.10%) indicated
that they never encounter difficulties when playing interactive
games, while a considerable percentage (40.30%) indicated that they
always face difficulties (Fig. 1d).
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Both teachers surveyed use active methodologies in their teaching,
with an equal distribution between the one who does it twice a week
and the one who does it three times a week. This suggests an active
engagement by teachers with the implementation of innovative
pedagogical strategies in the classroom.
Both teachers surveyed indicated that they use interactive games in
their classes once a week, representing 100% of the teachers. They
also indicated that they use the inverted class twice a week, which
also represents 100%. On the other hand, one of the teachers
indicated that they never use gamification in their classes, while the
other did not provide information in this regard. In addition, one of
the teachers indicated that he uses project-based learning once a
week, while the other uses it three times a week, each representing
50% of the teachers for each frequency. Both teachers indicated that
they use problem-based learning once a week and twice a week,
respectively, representing 50% of the teachers for each frequency.
Finally, one of the teachers indicated that he never uses challenge-
based learning in his classes, while the other did not provide
information about it (Fig. 2b).
All teachers have knowledge about interactive games, suggesting a
widespread familiarity with this type of pedagogical resource among
the teachers surveyed (Fig. 3b). On the other hand, both teachers
indicated that it is necessary to have a lot of knowledge on the subject
to apply interactive games in the classroom; however, one of them
considers that it is necessary to have a lot of knowledge on the
definition of clear objectives, while the other considers that little
knowledge is needed in this aspect. On the other hand, one of them
considers that it is necessary to have a lot of knowledge about
transforming learning skills and knowledge into play, while the other
teacher considers that he does not need any knowledge at all. This
same tendency was observed for the aspects of proposing a specific
challenge, establishing game rules, and establishing levels of
increasing difficulty, where one of them mentions that a lot of
knowledge is needed while the other considers that it is not.
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Table 1. Results of the interviews with teachers
Preguntas
Respuesta
Docente 1
Respuesta
Docente 2
Su nivel de
conocimiento de los
juegos interactivos es:
Mi nivel de
conocimiento sobre los
juegos interactivos es:
Regular
Sobre los juegos
interactivos mi nivel de
conocimiento es Bueno
¿Si no conoce, qué
información
necesitaría para
afianzar o
implementar el uso de
juegos interactivos en
el aula?
Si conozco, pero sería
necesario una
capacitación con
expertos en el uso de
juegos interactivos
Conozco sobre el tema y
me gustaría aprender a
diseñar juegos
interactivos para trabajar
con mis estudiantes.
¿De qué modo el uso
de juegos interactivos
puede generar
aprendizajes
significativos en los
niños?
En los niños aplican
como estrategias
motivadoras donde los
estudiantes tienden a
compartir, tienen una
sana competitividad,
aprenden a resolver
conflictos y además
contribuye a su
autoafirmación
Los juegos interactivos
ayudan a generar
aprendizajes
significativos ya que los
niños al realizar este tipo
de juegos expresan su
imaginación, su intuición,
su creatividad, su
curiosidad al encontrar
las respuestas correctas y
a confiar en sí mismos.
¿Con qué frecuencia
utiliza usted los
juegos interactivos en
el aprendizaje?
En la semana, 2 veces
Los utilizo con mucha
frecuencia porque a mis
estudiantes les agrada
trabajar con ellos, en la
semana, 3 veces.
¿De qué modo los
juegos interactivos
permiten la
interacción entre los
estudiantes?
Aprenden a forjar
vínculos con los demás,
aprenden a desarrollar
lideres que pueden
ayudar a los demás.
Los juegos interactivos
ayudan a los estudiantes a
relacionarse entre sí, a
fomentar el juego, a
aprender mutuamente y
corregir posibles errores.
¿De qué manera los
juegos interactivos
desarrollan la
competitividad y
Fomentan trabajo en
grupo, estimulan la
creatividad, la atención,
mejoran sus estrategias y
el liderazgo.
Los juegos interactivos
ayudan a desarrollar en
los niños y niñas la
creatividad, la
competitividad, el trabajo
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Preguntas
Respuesta
Docente 1
Respuesta
Docente 2
colaboración entre los
estudiantes?
en equipo, hay juegos que
se pueden realizar en
forma individual y otros
en equipo, es ahí donde
los niños pondrán de
manifiesto su ingenio, su
sagacidad y sus dotes de
liderazgo para
resolverlos.
¿Qué herramientas
didácticas utiliza
usted para favorecer
el aprendizaje
significativo?
Las TICS son
herramientas de gestión
de conocimiento que
mejoran el aprendizaje y
lo hace significativo para
los estudiantes.
Las herramientas
didácticas, son todos y
cada uno de los
materiales de los que
hace uso el docente, con
el propósito de hacer del
proceso educativo más
activo y pedagógico.
Estos recursos didácticos
son de tipo material,
intelectual, en especial
utilizo herramientas
asociadas a las TIC como
son videos,
presentaciones, juegos
interactivos, entre otros.
¿Cuál es el rol del
educador como guía
en la aplicación de
juegos interactivos en
el aula?
El rol del docente es de
sumador a este tipo de
juegos y también de
estimulante ya que se
juega juntamente con
ellos.
El rol del educador es de
mediador del aprendizaje,
guía a sus estudiantes a
realizar los diferentes
tipos de juegos, estimula
sus aciertos y ayuda a
aprender de sus errores.
¿Conoce usted
algunos juegos
interactivos
aplicables al área de
Lengua y literatura?
Sí, juegos interactivos
como: las sopas de letras,
las ortografías, juegos de
vocabulario,
rompecabezas y muchas
más.
Sí, conozco algunos y he
usado con más frecuencia
los siguientes: Wordwall,
hojas interactivas, sopas
de letras en Educaplay,
rompecabezas en
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Preguntas
Respuesta
Docente 1
Respuesta
Docente 2
jiwsaplanet, juegos de
palabras en Arbolabc.
Both teachers showed a level of knowledge about interactive games,
although one described it as "fair" and the other as "good". One of
the teachers indicated that he uses interactive games twice a week,
while the other uses them three times a week, which suggests
frequent use in both cases. Similarly, both teachers recognize the
potential of interactive games to generate significant learning, given
that one mentioned motivation, healthy competition and conflict
resolution as benefits, while the other highlighted the expression of
imagination, intuition and creativity. They also agreed that
interactive games facilitate interaction among students, fostering
bonding, mutual learning and error correction.
On the other hand, both teachers highlight the ability of interactive
games to develop competitiveness and collaboration among students,
emphasizing teamwork, creativity and leadership, and also recognize
ICTs as important didactic tools to favor meaningful learning, and
one of them specifically mentions the use of interactive games as part
of their repertoire. Additionally, they agree that the role of the
educator is fundamental as a guide and mediator in the application of
interactive games in the classroom, stimulating learning and
facilitating student participation.
Finally, both teachers demonstrated knowledge of interactive games
applicable to the area of Language and Literature, mentioning
examples such as word searches, spellings, vocabulary games and
puzzles, as well as specific tools such as Wordwall, Educaplay and
Arbolabc. In short, the teachers interviewed showed a solid
understanding of interactive games and their application in the area
of Language and Literature, recognizing their value in generating
meaningful learning, fostering interaction among students,
developing competitive and collaborative skills, in order to enrich the
educational process in general.
The results showed that the majority of students use books as the
main resource for learning language and literature is consistent with
the existing literature on the subject. Textbooks have traditionally
been a fundamental tool in the teaching of this subject, as they
provide structured and contextualized information on various aspects
of language and literature (Rivero and Oliva, 2022). These resources
are widely used in educational environments due to their availability,
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accessibility and credibility as reliable sources of information
(Sánchez-Borrero, 2021).
The varied use of computers and cell phones is also supported by the
literature, which has documented the increasing role of technology in
education (Montoya et al., 2019) (Granda et al., 2019). The
integration of technological devices in the classroom has enabled the
personalization of learning, access to multimedia resources and
online collaboration, which can enrich the educational experience
and improve students' and teachers' motivation as well as their digital
competencies (Fernandez et al., 2018) (Figueras et al., 2018) (Trejo,
2019) (Novay and Chacin, 2022).
On the other hand, a significant proportion of students used
interactive games for language and literature learning is supported by
research highlighting the benefits of game-based learning
approaches. Studies have shown that interactive games can improve
engagement, information retention, and the development of language
and literary skills, making them a valuable tool for teaching this
subject (Cruz & Rodriguez, 2023) (Cruz, 2024).
However, the existence of a considerable proportion of students who
faced difficulties when playing interactive games is also consistent
with the literature. Although interactive games have the potential to
be effective teaching tools, their successful implementation requires
careful design, access to appropriate technology, and pedagogical
support from educators (Romero et al., 2018) (Chavez, 2023). In
addition, factors such as prior familiarity with technology, problem-
solving skills, and learning preferences can influence students'
experience with interactive games (Godoy et al., 2018) (Ortiz-Tobón
and García-Rentería, 2018) (Valencia-Arias et al., 2018) (Asunción,
2019) (Santana and Loor, 2022).
Moreover, both teachers showed an active commitment to the
implementation of active methodologies in the classroom is
supported by extensive research that highlights the benefits of this
pedagogical approach. Studies have shown that active
methodologies, such as project-based learning, collaborative
learning, and gamification, can increase student engagement,
improve knowledge retention, and foster a more dynamic and
stimulating learning environment (Zambrano et al., 2022) (Buenaño-
Barreno et al., 2021) (Navarro-Mateos and Pérez-López, 2020).
The equal distribution between the use of these strategies two and
three times per week suggests a flexible and adaptive pedagogical
practice, which is consistent with Andrade's (2023)
recommendations that advocate for variety in teaching
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methodologies to address individual student needs and promote
meaningful learning.
The widespread use of interactive games among the surveyed
teachers is also supported by the literature, which has recognized the
potential of these resources to enhance student engagement, increase
motivation, and promote active learning (Villacís et al., 2022)
(Demyda et al., 2018) (Grávalos et al., 2022). However, the
variability in teachers' perceptions of the level of knowledge needed
to apply interactive games in the classroom reflects an ongoing
discussion in the field of education.
While some studies emphasize the importance of a thorough
understanding of the underlying pedagogical principles and best
practices in designing interactive games to maximize their
effectiveness, others suggest that practical experience and
willingness to experiment are equally important factors. This
discrepancy may reflect different pedagogical approaches, levels of
experience, and educational contexts among the teachers surveyed.
Teachers' understanding and appreciation of the potential of
interactive games to enhance learning in the area of language arts is
supported by a number of studies in the field of education. For
example, research has shown that the use of interactive games in the
classroom can increase student engagement (Marco, 2020), improve
their intrinsic motivation (Pérez-Vázquez et al., 2019), and foster
more autonomous and collaborative learning (Arteaga, 2023) (Esteve
et al., 2019) (Cruz & Alvites, 2023).
In addition, the literature has highlighted how interactive games can
facilitate the development of language and literary skills in students
(Nuria and Vicente, 2019). For example, vocabulary games can help
improve reading comprehension and the acquisition of new words
(Lopez, 2021) (Armijos et al., 2023), while spelling games can
strengthen writing accuracy (Guaña-Moya et al., 2023) (Buñay and
Cazorla, 2023). These findings support the idea that interactive
games can be effective tools for learning Language Arts.
However, it is important to recognize that the effective use of
interactive games in the classroom requires more than simply their
superficial integration. Teachers must understand how to design and
select games that are aligned with specific learning objectives and
that promote reflection and deep understanding of literary and
linguistic concepts. In addition, they must be prepared to adapt games
according to the individual needs of their students and to provide
effective feedback during the game process.
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On the other hand, some studies have pointed out potential challenges
associated with the use of interactive games in the classroom
(Alvarado and Macias, 2023), such as the need for access to
appropriate technology (Bohórquez and Ortíz, 2020), concern about
excessive screen time, and the lack of solid evidence on their long-
term impact on learning. These aspects contrast with the optimistic
conclusion that teachers fully appreciate the potential of interactive
games. Therefore, it is important for educators to address these
challenges proactively and seek strategies to maximize the benefits
of interactive games while mitigating their potential limitations.
Although the results of this study are aligned with existing literature
supporting the use of active methodologies and interactive games in
the classroom, the variability in teachers' perceptions highlights the
need for a holistic and contextualized approach to implementing
these strategies. This underscores the importance of ongoing training
and professional development for educators, as well as the need for
additional research exploring how to maximize the potential of active
methodologies and interactive games to enhance student learning.
While teachers show a commitment to and appreciation for the
potential of interactive games in the area of Language Arts, it is
crucial that they continue to explore how to integrate these tools
effectively and thoughtfully into their pedagogical practice, taking
into account both their benefits and challenges.
CONCLUSIONS
The majority of students use books as the main resource for language
and literature learning, followed by the varied use of computers and
cell phones, while the tablet is the least used device for this purpose.
Although a significant percentage of students use interactive games
for language and literature learning, there is still a considerable
proportion that is not familiar with this type of resource, suggesting
an opportunity to promote their use in the classroom. The use of
different interactive resources, such as Wordwall, Arbolabc,
Liveworksheets, and Jiwsaplanet, varies among students, with some
being more popular than others. Despite the popularity of interactive
games, a significant proportion of students face difficulties when
playing them.
On the other hand, both teachers showed an active engagement with
the implementation of active methodologies in the classroom, with
an equal distribution between the use of these strategies two and
three times per week, suggesting a dynamic and adaptive approach
to their teaching. The use of interactive games was widespread
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among the teachers surveyed, reflecting a widespread familiarity
with this type of pedagogical resource. There is variability in the
teachers' perception of the level of knowledge needed to apply
interactive games in the classroom, highlighting differences in the
evaluation of aspects such as the definition of clear objectives, the
transformation of learning into a game, the proposal of specific
challenges, the establishment of game rules and the creation of levels
of increasing difficulty.
In conclusion, the results show that the teachers interviewed
understand and appreciate the potential of interactive games to
enhance meaningful learning in the area of Language and Literature.
Their commitment to the integration of these tools, their recognition
of the benefits, and their understanding of the educator's role in their
application demonstrate a solid foundation for enriching the
students' educational experience.
The detailed proposal to enhance learning in the area of Language
Arts through the use of interactive games represents an innovative
and effective approach to promote meaningful and participatory
learning in the classroom. By integrating technological resources
such as multimedia presentations, videos and interactive games,
teachers can offer more dynamic and engaging learning experiences
for students. Each planned session is carefully designed to address
specific aspects of learning, from understanding concepts to
developing language skills and reflecting on cultural diversity. In
addition, the importance of continuous assessment is emphasized to
monitor student progress and adjust instruction as needed.
The present study recommends promoting teacher training and
support since, given the commitment of teachers to the
implementation of active methodologies and the widespread
recognition of the potential of interactive games, it is suggested that
ongoing training programs be offered to improve their competence
in the effective use of these resources. This could include workshops,
online courses or mentoring sessions given by experts in pedagogy
and educational technology.
In addition, it is suggested to encourage the diversification of
interactive resources since given the variability in the use of different
interactive resources by students and the difficulties some face when
playing interactive games, it is essential to explore a variety of tools
and platforms to suit individual student preferences and needs. In
addition, collaboration with educational content developers could be
considered to create specific interactive resources that address
identified areas of difficulty.
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