Exploring the effects of a serious game on 11th graders’ perceptions of their reading comprehension skills: An action research study in Colombia
DOI:
https://doi.org/10.34069/RA/2024.14.04Palavras-chave:
Serious Games, Reading Comprehension, EFL.Resumo
This research paper presents an action-research study exploring 11th graders’ perceptions of a Serious Game (SG) designed to support English as a Foreign Language (EFL) reading comprehension skills in a state school in Florencia, Caquetá, Colombia. The study involved 33 students from Jorge Eliécer Gaitán high school and adopted a qualitative and descriptive approach for its methodological design. Data collection methods included surveys and focus group interviews, analysed through grounded theory and data triangulation. Findings revealed that students perceived the SG as beneficial for their reading comprehension process, particularly in fostering contextual vocabulary acquisition and providing clear instructional guidance. They also emphasized the positive role of the SG’s graphic design in maintaining engagement and motivation. The study highlights how the students perceived that the SG contributed to creating a motivational and interactive learning environment for reading comprehension improvement. In conclusion, students perceived that the SG enhanced their reading comprehension, engagement, and motivation, fostering active participation in learning activities.
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Copyright (c) 2024 Willinton Martínez González, Yeisson Reyes Colorado, Paola Julie Aguilar-Cruz
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
