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Ludified project for ELE teaching in the Japanese university classroom


KeywordsTriple Keywords
Learning process
Situation (Linguistics)
Grammar, Comparative and general--Context
Context (Linguistics)
Language and languages
Foreign languages
Psychology of action
Action, Psychology of
Motivation (Psychology)
Drive (Psychology)
Human resource development
Education of children
Education, Primitive
Communication, Primitive
Mass communication


This article deals with the use of ICT-based methodologies; more specifically, on gamification as a motivating factor in the teaching and learning process in a Japanese university context for teaching Spanish as a foreign language. Method: a mixed study (quasi-experimental and transversal) applied to two groups of students (control and experimental group) was carried out. It was assumed that the application of gamified techniques would lead to an increase in motivation among students and thus an improvement in academic performance. Conclusions: one of the main objectives of the research was to delineate mechanics and translate them into a gamified course and to replicate them in our teaching practice, as the results show that this creates greater commitment and involvement in the pupils. GAMIFICATION PROJECT IN JAPANESE Higher EDUCATION FOR SPANISH AS A FOREIGN LANGUAGEThis paper discussions and efforts the use of Information and Communication Technologies (ICT); more precise targeting as a motivational generator element, in a Japanese university context, for teaching Spanish as a foreign language. The method: the investigative approach is a mixed method (quantitative and qualitative) This quasi experimental and cross-checking design study was applied to two static groups (experimental and control groups). The working hypothesis is that as a result of the implementation of gamification strategies and techniques to a course through LMS (Blended Learning) for teaching Spanish, motivation and academic performance will increase among students. In conclusion: one of the main countries of this article is to frame and cover the main mechanisms of gamification, and, accordingly, they are into our daily teaching. According to the data obtained, it is being refore apparent that we achieve a higher level of commitment and better interference from our students.

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