Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil

Este estudio se centra en la implementación del Aprendizaje Basado en Juegos (ABJ) en clases de inglés como lengua extranjera (EFL) dentro de un programa de educación superior técnica profesional en Caldas, Colombia. Se explora cómo esta estrategia didáctica influye en la agencia y el compromiso cog...

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Autores:
Correa Gómez, Lizeth Vanesa
Rojas Rodríguez, Daniel Hernando
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/18018
Acceso en línea:
https://hdl.handle.net/20.500.12495/18018
Palabra clave:
Aprendizaje basado en juegos
Filtro afectivo
Agencia estudiantil
Compromiso
Inglés como lengua extranjera
370.1175
Game-based learning
Affective filter
Student agency
Engagement
EFL
Rights
License
Attribution-NonCommercial-ShareAlike 4.0 International
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oai_identifier_str oai:repositorio.unbosque.edu.co:20.500.12495/18018
network_acronym_str UNBOSQUE2
network_name_str Repositorio U. El Bosque
repository_id_str
dc.title.none.fl_str_mv Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
dc.title.translated.none.fl_str_mv Game-based learning: Lowering the affective filter and enhancing student agency
title Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
spellingShingle Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
Aprendizaje basado en juegos
Filtro afectivo
Agencia estudiantil
Compromiso
Inglés como lengua extranjera
370.1175
Game-based learning
Affective filter
Student agency
Engagement
EFL
title_short Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
title_full Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
title_fullStr Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
title_full_unstemmed Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
title_sort Aprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantil
dc.creator.fl_str_mv Correa Gómez, Lizeth Vanesa
Rojas Rodríguez, Daniel Hernando
dc.contributor.advisor.none.fl_str_mv Moreno Torres, Jefferson Mauricio
dc.contributor.author.none.fl_str_mv Correa Gómez, Lizeth Vanesa
Rojas Rodríguez, Daniel Hernando
dc.contributor.orcid.none.fl_str_mv Correa Gómez, Lizeth Vanesa [0009-0001-8230-0909]
Rojas Rodríguez, Daniel Hernando [0000-0002-3661-0287]
dc.subject.none.fl_str_mv Aprendizaje basado en juegos
Filtro afectivo
Agencia estudiantil
Compromiso
Inglés como lengua extranjera
topic Aprendizaje basado en juegos
Filtro afectivo
Agencia estudiantil
Compromiso
Inglés como lengua extranjera
370.1175
Game-based learning
Affective filter
Student agency
Engagement
EFL
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Game-based learning
Affective filter
Student agency
Engagement
EFL
description Este estudio se centra en la implementación del Aprendizaje Basado en Juegos (ABJ) en clases de inglés como lengua extranjera (EFL) dentro de un programa de educación superior técnica profesional en Caldas, Colombia. Se explora cómo esta estrategia didáctica influye en la agencia y el compromiso cognitivo de los estudiantes, al mismo tiempo que fomenta entornos con baja presión que contribuyen a minimizar las barreras emocionales relacionadas con el filtro afectivo. Mediante un estudio de caso cualitativo, se implementaron dos clases por semana durante un periodo de ocho semanas con un grupo de 16 estudiantes, recolectando datos a través de notas de campo, un cuestionario y grupos focales. Los hallazgos muestran que el ABJ promovió la motivación, la participación activa y la colaboración, generando ambientes cómodos y de confianza en los que los estudiantes se sintieron seguros para participar, asumir riesgos y aprender de los errores. Este trabajo enfatiza que las actividades lúdicas e interactivas permitieron a los estudiantes superar la timidez y el miedo al fracaso, fomentando la autonomía y la responsabilidad en su proceso de aprendizaje. En última instancia, se evidencia que el uso del ABJ no solo favorece el desarrollo de competencias lingüísticas, sino que también fortalece las habilidades sociales y la autonomía, brindando a los docentes oportunidades para diseñar entornos de aprendizaje inclusivos, participativos y emocionalmente seguros.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-10-29T21:38:40Z
dc.date.issued.none.fl_str_mv 2025-10
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/18018
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.unbosque.edu.co
url https://hdl.handle.net/20.500.12495/18018
identifier_str_mv instname:Universidad El Bosque
reponame:Repositorio Institucional Universidad El Bosque
repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Ali, M. H., Faisal, A. F., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/6503139
Bai, J. (2024). A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation. Lecture Notes in Education Psychology and Public Media, 33, 46-50. https://doi.org/10.54254/2753-7048/33/20231399
Bardorfer, A. (2024). Fostering students’ active participation in higher education: The role of teacher-student rapport. Athens Journal of Education, 11(3), 227–246. https://doi.org/10.30958/aje.11-3-4
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100. https://doi.org/10.1016/j.nepr.2012.07.010
Bonilla Carvajal, C. A., & Tejada-Sanchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996
Cahya Susaniari, N. K. A., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students’ motivation. Journal of English Language and Education, 9(6), 77–87. https://doi.org/10.31004/jele.v9i6.520
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1395155
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750
Eckerdal, J. R., & Hagström, C. (2017). Qualitative questionnaires as a method for information studies research. Information Research, 22(1), CoLIS paper 1639. http://InformationR.net/ir/22-1/colis/colis1639.html
Escobar-Alméciga, W. Y. (2025). Ethnography of multimodal communication: An English-mediated university classroom interaction analysis. PROFILE Issues in Teachers’ Professional Development, 27(2), 85–104. https://doi.org/10.15446/profile.v27n2.115294
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Gamlo, N. (2019). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation. English Language Teaching, 12(4), 49. https://doi.org/10.5539/elt.v12n4p49
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Hsu, S. (2021). Active Participation: Reflection on Lectures in Chinese Heritage Culture Classrooms. Schools: Studies in Education, 18(1), 86–106. https://doi.org/10.1086/713613
Huang, A. (2023). The Effect of Digital Game-Based Learning on Motivation for EFL. Journal of Education, Humanities and Social Sciences, 23, 18-22. https://doi.org/10.54097/ehss.v23i.12726
Hui, G., & Lin, C. (2008). Pedagogies Proving Krashen’s Theory of Affective Filter. Hwa Kang Journal of English Language & Literature, 14. https://eric.ed.gov/?id=ED503681
Ismayilli, T. M., Mammadova, K. M., & Asadova, A. A. (2025). The Impact of Educational Games on Speaking Skills in the Foreign Language Teaching Process. Novitas-ROYAL, 19(1), 229–240. https://doi.org/10.5281/zenodo.15228398
Krashen, S. D. (1985). Principles and practice in second language acquisition. Pergamon.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Méndez-Rivera, P., Garzón Duarte, E., Noriega Borja, R., Rodríguez Motavita, F., & Osorio Junca, G. (2020). English Teacher: subjetividad e inglés en Bogotá. Universidad Distrital Francisco José de Caldas. https://libros.udistrital.edu.co/index.php/invest/catalog/book/122
Ministry of National Education of Colombia [MEN]. (2014). Programa Nacional de Inglés [National English Program] [PDF file]. https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf
Muhayimana, T. (2017). The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom. Journal of English Language Teaching and Linguistics, 2(3), 259. https://doi.org/10.21462/jeltl.v2i3.85
Nguyen, S. H. C. (2020). Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam (Doctoral dissertation, Queensland University of Technology). https://eprints.qut.edu.au/206449/
Pivec, M., Dziabenko, O., & Schinnerl, I. (2003). Aspects of game-based learning. In Proceedings of the 3rd International Conference on Knowledge Management (pp. 216–225). Graz: Know-Center.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Rojas, D. H., & Escobar-Alméciga, W. Y. (2023). Student’s agency in English as foreign language learning in a virtual environment: An interaction analysis. Lengua y Sociedad, 22(2), 377–396. https://doi.org/10.15381/lengsoc.v22i2.25138
Solórzano-García, M. (2025). Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2025.2498410
Squire, K. (2005). Changing the game: What happens when video games enter the classroom? Innovate: Journal of Online Education, 1(6). https://www.learntechlib.org/p/107270/
Tümen Akyıldız, S., & Ahmed, K. H. (2021). An Overview of Qualitative Research and Focus Group Discussion. International Journal of Academic Research in Education, 7(1), 1-15. https://doi.org/10.17985/ijare.866762
Usma Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123–141. https://revistas.unal.edu.co/index.php/profile/article/view/10551
Yang, Y. F., Hsieh, W. M., Wong, W. K., Hong, Y. C., & Lai, S. C. (2022). Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game. Computer Assisted Language Learning, 37(3), 410–432. https://doi.org/10.1080/09588221.2022.2039203
Zakaria, A., & Zakaria, N. Y. K. (2025). The Impact of Digital Game-Based Learning Tools on Motivation, Engagement, and Performance in Language Education: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 14(1). https://doi.org/10.6007/IJARPED/v14-i1/24954
Zourou, K. (2020). Language learning as the agency for a social purpose: examples from the coronavirus pandemic. ALSIC: Apprentissage Des Langues et Systèmes d’Information et de Communication, 23(1). https://doi.org/10.4000/alsic.4880
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spelling Moreno Torres, Jefferson MauricioCorrea Gómez, Lizeth VanesaRojas Rodríguez, Daniel HernandoCorrea Gómez, Lizeth Vanesa [0009-0001-8230-0909]Rojas Rodríguez, Daniel Hernando [0000-0002-3661-0287]2025-10-29T21:38:40Z2025-10https://hdl.handle.net/20.500.12495/18018instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste estudio se centra en la implementación del Aprendizaje Basado en Juegos (ABJ) en clases de inglés como lengua extranjera (EFL) dentro de un programa de educación superior técnica profesional en Caldas, Colombia. Se explora cómo esta estrategia didáctica influye en la agencia y el compromiso cognitivo de los estudiantes, al mismo tiempo que fomenta entornos con baja presión que contribuyen a minimizar las barreras emocionales relacionadas con el filtro afectivo. Mediante un estudio de caso cualitativo, se implementaron dos clases por semana durante un periodo de ocho semanas con un grupo de 16 estudiantes, recolectando datos a través de notas de campo, un cuestionario y grupos focales. Los hallazgos muestran que el ABJ promovió la motivación, la participación activa y la colaboración, generando ambientes cómodos y de confianza en los que los estudiantes se sintieron seguros para participar, asumir riesgos y aprender de los errores. Este trabajo enfatiza que las actividades lúdicas e interactivas permitieron a los estudiantes superar la timidez y el miedo al fracaso, fomentando la autonomía y la responsabilidad en su proceso de aprendizaje. En última instancia, se evidencia que el uso del ABJ no solo favorece el desarrollo de competencias lingüísticas, sino que también fortalece las habilidades sociales y la autonomía, brindando a los docentes oportunidades para diseñar entornos de aprendizaje inclusivos, participativos y emocionalmente seguros.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis study focuses on the implementation of Game-Based Learning (GBL) in English as a Foreign Language (EFL) classes within a professional technical higher education program in Caldas, Colombia. It explores how this didactic strategy influences students’ agency and cognitive engagement, while fostering low-pressure settings that help minimize emotional barriers related to the affective filter. Using a qualitative case study, two classes per week were implemented during an eight-week period with a group of 16 students, collecting data through field notes, a questionnaire, and focus groups. The findings show that GBL promoted motivation, active participation, and collaboration, generating comfortable and trusting environments where students felt confident to engage, take risks, and learn from mistakes. This work emphasizes that playful and interactive activities allowed students to move away from shyness and fear of failure, fostering autonomy and responsibility in their learning process. Ultimately, it shows that the use of GBL not only supports the development of linguistic competences but also strengthens social skills and autonomy, providing teachers with opportunities to design inclusive, participatory, and emotionally safe learning environments.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Aprendizaje basado en juegosFiltro afectivoAgencia estudiantilCompromisoInglés como lengua extranjera370.1175Game-based learningAffective filterStudent agencyEngagementEFLAprendizaje basado en juegos: Reduciendo el filtro afectivo y potenciando la agencia estudiantilGame-based learning: Lowering the affective filter and enhancing student agencyLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAdipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Ali, M. H., Faisal, A. F., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/6503139Bai, J. (2024). A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation. Lecture Notes in Education Psychology and Public Media, 33, 46-50. https://doi.org/10.54254/2753-7048/33/20231399Bardorfer, A. (2024). Fostering students’ active participation in higher education: The role of teacher-student rapport. Athens Journal of Education, 11(3), 227–246. https://doi.org/10.30958/aje.11-3-4Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100. https://doi.org/10.1016/j.nepr.2012.07.010Bonilla Carvajal, C. A., & Tejada-Sanchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996Cahya Susaniari, N. K. A., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students’ motivation. Journal of English Language and Education, 9(6), 77–87. https://doi.org/10.31004/jele.v9i6.520Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1395155Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson.Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications.Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750Eckerdal, J. R., & Hagström, C. (2017). Qualitative questionnaires as a method for information studies research. Information Research, 22(1), CoLIS paper 1639. http://InformationR.net/ir/22-1/colis/colis1639.htmlEscobar-Alméciga, W. Y. (2025). Ethnography of multimodal communication: An English-mediated university classroom interaction analysis. PROFILE Issues in Teachers’ Professional Development, 27(2), 85–104. https://doi.org/10.15446/profile.v27n2.115294Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059Gamlo, N. (2019). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation. English Language Teaching, 12(4), 49. https://doi.org/10.5539/elt.v12n4p49Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.Hsu, S. (2021). Active Participation: Reflection on Lectures in Chinese Heritage Culture Classrooms. Schools: Studies in Education, 18(1), 86–106. https://doi.org/10.1086/713613Huang, A. (2023). The Effect of Digital Game-Based Learning on Motivation for EFL. Journal of Education, Humanities and Social Sciences, 23, 18-22. https://doi.org/10.54097/ehss.v23i.12726Hui, G., & Lin, C. (2008). Pedagogies Proving Krashen’s Theory of Affective Filter. Hwa Kang Journal of English Language & Literature, 14. https://eric.ed.gov/?id=ED503681Ismayilli, T. M., Mammadova, K. M., & Asadova, A. A. (2025). The Impact of Educational Games on Speaking Skills in the Foreign Language Teaching Process. Novitas-ROYAL, 19(1), 229–240. https://doi.org/10.5281/zenodo.15228398Krashen, S. D. (1985). Principles and practice in second language acquisition. Pergamon.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355Méndez-Rivera, P., Garzón Duarte, E., Noriega Borja, R., Rodríguez Motavita, F., & Osorio Junca, G. (2020). English Teacher: subjetividad e inglés en Bogotá. Universidad Distrital Francisco José de Caldas. https://libros.udistrital.edu.co/index.php/invest/catalog/book/122Ministry of National Education of Colombia [MEN]. (2014). Programa Nacional de Inglés [National English Program] [PDF file]. https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdfMuhayimana, T. (2017). The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom. 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