Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education

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Tipo de recurso:

Fecha de publicación:: 2025

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: eng

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dc.title.none.fl_str_mv	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
title	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
spellingShingle	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education 400 - Lenguas 6. Humanidades English language teaching Primary Education Total Physical Response (TPR) Gamification Language acquisition Student motivation Didactic Teaching methods Speaking practice Inglés Educación de la primera infancia Aprendizaje activo
title_short	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
title_full	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
title_fullStr	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
title_full_unstemmed	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
title_sort	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education
dc.contributor.none.fl_str_mv	Quintero Corzo, Josefina López Avila, Carmen Rosa Infante Castaño, Gloria Esperanza
dc.subject.none.fl_str_mv	400 - Lenguas 6. Humanidades English language teaching Primary Education Total Physical Response (TPR) Gamification Language acquisition Student motivation Didactic Teaching methods Speaking practice Inglés Educación de la primera infancia Aprendizaje activo
topic	400 - Lenguas 6. Humanidades English language teaching Primary Education Total Physical Response (TPR) Gamification Language acquisition Student motivation Didactic Teaching methods Speaking practice Inglés Educación de la primera infancia Aprendizaje activo
description	Imágenes
publishDate	2025
dc.date.none.fl_str_mv	2025-10-22T16:15:53Z 2025-10-22T16:15:53Z 2025-10-21
dc.type.none.fl_str_mv	Trabajo de grado - Pregrado http://purl.org/coar/resource_type/c_7a1f Text info:eu-repo/semantics/bachelorThesis
dc.identifier.none.fl_str_mv	https://repositorio.ucaldas.edu.co/handle/ucaldas/25970 Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
url	https://repositorio.ucaldas.edu.co/handle/ucaldas/25970
identifier_str_mv	Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
dc.language.none.fl_str_mv	eng
language	eng
dc.relation.none.fl_str_mv	Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing EF EPI. (2024). EF English Proficiency Index. EF Education First Huang, W. H.-Y., & Soman, D. (2013). A practitioner’s guide to gamification of education. Research Report Series: Behavioural Economics in Action, Rotman School of Management, University of Toronto ICFES. (2024). Estudio Nacional de Bilingüismo 2024. Instituto Colombiano para la Evaluación de la Educación Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press Ministerio de Educación Nacional [MEN]. (1994). Ley General de Educación 115. Colombia Ministerio de Educación Nacional [MEN]. (2014). Programa Nacional de Bilingüismo 2014–2025. Colombia Ministerio de Educación Nacional [MEN]. (2016). Lineamientos Curriculares para Idiomas Extranjeros (Documento No. 22). Colombia Ministerio de Educación Nacional [MEN]. (2022). Orientaciones pedagógicas para la enseñanza del inglés en básica primaria. Colombia Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 UNESCO. (2021). Guidelines on language learning and intercultural education in early childhood. United Nations Educational, Scientific and Cultural Organization Alfaro, C., & Chavarría, R. (2003). Motivación y aprendizaje: Un enfoque constructivista. Editorial Universidad Estatal a Distancia Asher, J. J. (2009). Learning another language through actions (7th ed.). Sky Oaks Productions Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row Deterding, S. (2015). The lens of intrinsic skill atoms: A method for gameful design. Human–Computer Interaction, 30(3-4), 294 335. https://doi.org/10.1080/07370024.2014.993471 Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025 3034. https://doi.org/10.1109/HICSS.2014.377 Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media Ryan, R., & Deci, E. (2000). Motivación intrínseca y extrínseca: Definiciones clásicas y nuevas direcciones. Psicología de la Educación Contemporánea, 25, 54 67 Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivación y educación: La perspectiva de la autodeterminación. Psicólogo Educativo, 26(2), 325–346 Alfaro, A., & Chavarría, G. (2003). La motivación: Una actividad inicial o un proceso permanente. Revista Pensamiento Actual Zichermann, G., & Linder, J. (2013). The gamification revolution: How leaders leverage game mechanics to crush the competition. McGraw-Hill. Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). SAGE Publications. Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). SAGE Publications Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press Stringer, E. T. (2014). Action research (4th ed.). SAGE Publications
dc.rights.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv	63 páginas application/pdf application/pdf application/pdf application/pdf application/pdf
dc.publisher.none.fl_str_mv	Universidad de Caldas Facultad de Artes y Humanidades Manizales, Caldas Licenciatura en Lenguas Modernas
publisher.none.fl_str_mv	Universidad de Caldas Facultad de Artes y Humanidades Manizales, Caldas Licenciatura en Lenguas Modernas
institution	Universidad de Caldas
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spelling	Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education400 - Lenguas6. HumanidadesEnglish language teachingPrimary EducationTotal Physical Response (TPR)GamificationLanguage acquisitionStudent motivationDidacticTeaching methodsSpeaking practiceInglésEducación de la primera infanciaAprendizaje activoImágenesEste Trabajo de Grado explora metodologías innovadoras para la enseñanza del inglés en Educación Primaria, integrando de forma sinérgica el Total Physical Response (TPR) y la gamificación como enfoques complementarios. El TPR, al vincular el lenguaje con el movimiento físico, facilita la adquisición natural del idioma, mientras que la gamificación incorpora elementos lúdicos como recompensas y desafíos para aumentar la motivación y participación activa. La combinación de estas metodologías crea un entorno de aprendizaje dinámico donde los niños asimilan el idioma mediante acciones, juegos y emociones, mejorando tanto la retención de contenidos como la confianza y comunicación real. La investigación incluye una intervención práctica cuyos resultados demuestran que este enfoque integrado no solo potencia la comprensión auditiva y producción oral, sino que también fomenta una actitud positiva hacia el aprendizaje, adaptándose efectivamente a las necesidades cognitivas, sociales y emocionales de los alumnos en el contexto actual de enseñanza de lenguas extranjeras.This Degree Project explores innovative methodologies for teaching English in Primary Education, synergistically integrating Total Physical Response (TPR) and gamification as complementary approaches. TPR, by linking language with physical movement, facilitates natural language acquisition, while gamification incorporates playful elements such as rewards and challenges to increase motivation and active participation. The combination of these methodologies creates a dynamic learning environment where children assimilate the language through actions, games and emotions, improving both content retention and real confidence and communication. The research includes a practical intervention whose results demonstrate that this integrated approach not only enhances listening comprehension and oral production, but also fosters a positive attitude towards learning, effectively adapting to the cognitive, social and emotional needs of students in today's foreign language teaching context.Introduction -- Theoretical Framework -- Context -- Research Question -- Objectives: General objective -- Objectives: Specific objectives -- Methodology -- Participants -- Diagnostic Stage -- Lesson Plans -- Results -- Discussion -- Conclusions -- References -- AppendicesPregradoType of Study: Action Research "Action research is a participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes" (Reason & Bradbury, 2008, p. 1). 1. Participatory nature: "It seeks to bring together action and reflection, theory and practice, in participation with others" (p. 4). 2. Practical focus: "It is grounded in real-world issues and aims to produce practical solutions" (p. 5). 3. Cyclical process: "Action research involves iterative cycles of planning, acting, observing, and reflecting" (p. 6). 4. Empowerment: "It empowers participants by involving them as coresearchers in the inquiry process" (p. 8).Licenciado(a) en Lenguas ModernasUniversidad de CaldasFacultad de Artes y HumanidadesManizales, CaldasLicenciatura en Lenguas ModernasQuintero Corzo, JosefinaLópez Avila, Carmen RosaInfante Castaño, Gloria EsperanzaCaicedo Caicedo, Thalia Stefan2025-10-22T16:15:53Z2025-10-22T16:15:53Z2025-10-21Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesis63 páginasapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://repositorio.ucaldas.edu.co/handle/ucaldas/25970Universidad de CaldasRepositorio Institucional Universidad de Caldasrepositorio.ucaldas.edu.coengCouncil of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe PublishingEF EPI. (2024). EF English Proficiency Index. EF Education FirstHuang, W. H.-Y., & Soman, D. (2013). A practitioner’s guide to gamification of education. Research Report Series: Behavioural Economics in Action, Rotman School of Management, University of TorontoICFES. (2024). Estudio Nacional de Bilingüismo 2024. Instituto Colombiano para la Evaluación de la EducaciónKapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. PfeifferLightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University PressMinisterio de Educación Nacional [MEN]. (1994). Ley General de Educación 115. ColombiaMinisterio de Educación Nacional [MEN]. (2014). Programa Nacional de Bilingüismo 2014–2025. ColombiaMinisterio de Educación Nacional [MEN]. (2016). Lineamientos Curriculares para Idiomas Extranjeros (Documento No. 22). ColombiaMinisterio de Educación Nacional [MEN]. (2022). Orientaciones pedagógicas para la enseñanza del inglés en básica primaria. ColombiaRichards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University PressRyan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020UNESCO. (2021). Guidelines on language learning and intercultural education in early childhood. United Nations Educational, Scientific and Cultural OrganizationAlfaro, C., & Chavarría, R. (2003). Motivación y aprendizaje: Un enfoque constructivista. Editorial Universidad Estatal a DistanciaAsher, J. J. (2009). Learning another language through actions (7th ed.). Sky Oaks ProductionsCsikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & RowDeterding, S. (2015). The lens of intrinsic skill atoms: A method for gameful design. Human–Computer Interaction, 30(3-4), 294 335. https://doi.org/10.1080/07370024.2014.993471Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025 3034. https://doi.org/10.1109/HICSS.2014.377Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. PfeifferKrashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon PressLave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University PressLightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University PressRyan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford PressVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University PressWerbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital PressZichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly MediaRyan, R., & Deci, E. (2000). Motivación intrínseca y extrínseca: Definiciones clásicas y nuevas direcciones. Psicología de la Educación Contemporánea, 25, 54 67Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivación y educación: La perspectiva de la autodeterminación. Psicólogo Educativo, 26(2), 325–346Alfaro, A., & Chavarría, G. (2003). La motivación: Una actividad inicial o un proceso permanente. Revista Pensamiento ActualZichermann, G., & Linder, J. (2013). The gamification revolution: How leaders leverage game mechanics to crush the competition. McGraw-Hill.Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). SAGE Publications.Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). SAGE PublicationsBryman, A. (2016). Social research methods (5th ed.). Oxford University PressStringer, E. T. (2014). Action research (4th ed.). SAGE Publicationshttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2oai:repositorio.ucaldas.edu.co:ucaldas/259702025-10-23T08:01:54Z

Move, Play, Learn: Integrating TPR and Gamification for Effective English Learning in Primary Education

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