<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442023000400127</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Secondary education students&#8217; perception about gamification in the EFL classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepción de los estudiantes de educación secundaria sobre la gamificación en la clase de ILE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves Yuste]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>93</numero>
<fpage>127</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442023000400127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442023000400127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442023000400127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Gamification, one of the most current popular active methodologies, is successfully implemented in the Spanish educational system in its different stages. This student-centered methodology has made students responsible for their own learning process, who develop autonomy and learn to work cooperatively with their peers. As a result of its use, it has been proved that students feel more motivated and engaged, which involves an active participation in all the proposed tasks and help to increase knowledge. Students seem to acquire a meaningful learning in a distended and relaxing atmosphere. Despite its benefits and significant results, it proves necessary to offer a qualitative study in which students&#8217; perceptions of this methodology are heard. Thus, the aim of this paper is to show the attitudes of secondary education students towards the use of gamification in the EFL classroom after having been instructed with this methodology. As an instrument, a questionnaire was administered once the experimentation was finished. The results show students&#8217; perception is very positive, especially those items corresponding to the teaching practice and the development of skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La gamificación, una de las metodologías activas hoy en día más populares, se utiliza con éxito en el sistema educativo español. Esta metodología fomenta que los estudiantes sean responsables de su propio proceso de aprendizaje ya que desarrollan su autonomía y aprenden a trabajar cooperativamente. Gracias a su uso, se ha probado que los estudiantes se sienten más implicados en su proceso de aprendizaje, lo que fomenta la participación activa en todas las tareas y ayuda a aumentar su conocimiento. Alcanzan un aprendizaje significativo en un ambiente distendido. A pesar de sus beneficios, se torna necesario ofrecer un estudio cualitativo que tenga en cuenta la percepción de los estudiantes instruidos con esta metodología. Así pues, el objetivo de este trabajo es mostrar la percepción de los estudiantes de educación secundaria respecto a su uso en el aula de ILE. Para ello, se ha utilizado como instrumento de evaluación un cuestionario administrado una vez la experimentación finalizó. Los resultados muestran que la percepción de los estudiantes es positiva, especialmente en los ítems correspondientes a la práctica docente y el desarrollo de destrezas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; perception]]></kwd>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Percepción de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[ILE (inglés como lengua extranjera)]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
</kwd-group>
</article-meta>
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