Research Article

Computer-Assisted Language Learning (CALL) and multiple intelligences theory: Curricular design in vocational formation in Spain

Manuel Macías Borrego 1 2 *
More Detail
1 Facultad de Formación del Profesorado y Educación, Universidad Autónoma de Madrid, Madrid, SPAIN2 Universidad Isabel I* Corresponding Author
Journal of Digital Educational Technology, 3(2), 2023, ep2306, https://doi.org/10.30935/jdet/13237
Published Online: 30 April 2023, Published: 01 July 2023
OPEN ACCESS   866 Views   656 Downloads
Download Full Text (PDF)

ABSTRACT

This study aims to design a class proposal to improve student motivation in English as a foreign language in vocational formation in Spain through computer-assisted language learning (CALL) and gamification. Our main objective is to ensure that through this project, they not only gain a series of new tools, but that they can also learn both specific contents of the target subject: English as a foreign language in vocational formation in Spain. For this last objective, the use of multiple intelligences (MIs) in teaching can serve to destigmatize atypical intelligences. Atypical intelligences are understood as profiles that have historically stood out less in classic intelligence tests, which mainly measure logical-mathematical intelligence. This is because of the strong presence of this type of test throughout the 20th century and early 21st century that culturally more value has been given to individuals who stood out in types of intelligence like those rewarded by these IQ tests. Gardner (2011) noted the problem of putting the education system and MIs on the same plane: the fact that the education system primarily rewards linguistic and logical-mathematical skills, leaving the others in the background. As far as gamification is concerned, we could say that it is apparent that teaching-learning processes benefit from elements common to games, such as rewards, incentives, and social and individual reinforcement.

CITATION (APA)

Macías Borrego, M. (2023). Computer-Assisted Language Learning (CALL) and multiple intelligences theory: Curricular design in vocational formation in Spain. Journal of Digital Educational Technology, 3(2), ep2306. https://doi.org/10.30935/jdet/13237

REFERENCES

  1. Aparicio Martínez, P., Pinzi, S., Pedrós Pérez, G., & Martínez Jiménez, M. (2020). Gamification combined with virtual electrical instrumentation web training experimental physics in engineering degree. In D. Caldevilla (Ed.), Proceedings of the 10th International University Congress on Contents, Research, Innovation and Teaching. International Forum of Communication and Public Relations. https://cuiciid.net/wp-content/uploads/2022/04/Libro-de-actas-CUICIID-2020.pdf
  2. Arís Redó, N. (2020). Gamificación: Cómo influye en la motivación y el aprendizaje [Gamification: How it influences motivation and learning]. In D. Caldevilla (Ed.), Proceedings of the 10th International University Congress on Contents, Research, Innovation and Teaching. International Forum of Communication and Public Relations. https://cuiciid.net/wp-content/uploads/2022/04/Libro-de-actas-CUICIID-2020.pdf
  3. Arís Redó, N., & Orcos, L. (2017). Gamificación en el entorno educativo [Gamification in the educational environment] [Paper presentation]. The EDUNOVATIC 2017 Conference. EDUCAMPUS.
  4. Bates, F. (2022). Diseño universal para el aprendizaje (DUA) [Universal design for learning (DUA)]. https://www.youtube.com/watch?v=qFKoR7NaxNw
  5. Cabrera Rivero, N., Corriente López, A., Jimenéz Gálvez, M., López García, L., & Serrano de la Cuesta, I. (2022). Trabajo colaborativo: Elaboración de una unidad didáctica [Collaborative work: Elaboration of a didactic unit] [Master’s theisi, Burgos University].
  6. Caillois, R. (1967). Les jeux et les hommes. Le masque et le vertigue [Games and people. The mask and vertigo]. Éditions Gallimard.
  7. Conterón Toapaxi, R. A., & Salazar Carranco, A. C. (2022). Aporte de las inteligencias múltiples a la enseñanza del idioma inglés en la educación virtual [Contribution of multiple intelligences to the teaching of the English language in virtual education]. UNIANDES Episteme, 9(1), 117-130. https://dialnet.unirioja.es/servlet/articulo?codigo=8298175
  8. del Valle, I. (2014). Estrategias docentes para un aprendizaje colaborativo en el aula [Teaching strategies for collaborative learning in the classroom]. PRODIDAC. https://www.researchgate.net/profile/Ingrid-Garcia-Carreno/publication/319112616_Estrategias_docentes_para_un_aprendizaje_colaborativo_en_el_aula/links/59920054458515a8a24bc377/Estrategias-docentes-para-un-aprendizaje-colaborativo-en-el-aula.pdf
  9. Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). Gamification: Toward a definition. In Proceedings of the 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts. ACM. https://doi.org/10.1145/1979742.1979575
  10. Ferriz-Valero, A., García Martínez, S., Molina, N., & García-Jaén, M. (2019) Classcraft como herramienta TIC en educación superior: Metodologías activas en actividad física en el medio natural [Classcraft as an ICT tool in higher education: Active methodologies in physical activity in the natural environment]. In R. Roig-Vila (Ed.), Reports of the REDES-I3CE Program for Quality, Innovation and Research in University Teaching (pp. 1039-1052). Institute of Education Sciences of University of Alicante. https://rua.ua.es/dspace/bitstream/10045/99934/1/Memories-Xarxes-I3CE-2018-19-073.pdf
  11. Garcia i Grau, F., Valls Bautista, C., & Gisbert Cervera, M. (2018). Diseño e implementación de un cambio metodológico en el ámbito científico mediante la gamificación y el modelo de las 5E [Design and implementation of a methodological change in the scientific field through gamification and the 5E model]. Revista Electrónica de Tecnología Educativa [Electronic Magazine of Educational Technology], 66, 65-78. https://doi.org/10.21556/edutec.2018.66.1187
  12. Gardner, H. (1983). Frames of mind. The theory of multiple inteligences. Basic Books.
  13. Gardner, H. (1998). A reply to Perry D. Klein’s ‘multiplying the problems of intelligence by eight’. Canadian Journal of Education, 23(1), 96-102. https://doi.org/10.2307/1585968
  14. Gardner, H. (2011). Inteligencias múltiples: La teoría en la práctica [Multiple intelligences: Theory in practice]. Paidós Ibérica.
  15. González, C. S. (2019). Gamificación en el aula: ludificando espacios de enseñanza-aprendizaje presenciales y espacios virtuales [Gamification in the classroom: gamifying face-to-face teaching-learning spaces and virtual spaces]. In P. Martín, C. S. González, & R. Andrea (Eds.), Gamificación en el ambito universitario-Análisis e implementación de elementos de juegos [Gamification in the university environment-Analysis and implementation of game elements]. https://doi.org/10.13140/RG.2.2.34658.07364
  16. Guerri, M. (2022). Test de las inteligencias múltiples [Multiple intelligence test]. https://www.psicoactiva.com/test/educacion-y-aprendizaje/test-de-las-inteligencias-multiples/
  17. Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
  18. Gutiérrez, G. (1999). Iván Petrovich Pavlov (1849-1936). Revista Latinoamericana de Psicología, 31(3), 557-560. https://www.redalyc.org/pdf/805/80531311.pdf
  19. Huizinga, J. (1955). Homo ludens: A study of the play element in culture. Beacon.
  20. Jurado López, R. L. (2009). Técnicas para la disminución y/o restauración de conductas. Innovación y experiencias educativas [Techniques for the reduction and/or restoration of behaviors. Innovation and educational experiences]. https://www.fundacioncadah.org/cpanel3/API/download.php?id=162&account=j289eghfd7511986
  21. Kaap, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Jhon Wiley & Sons, Inc. https://doi.org/10.1145/2207270.2211316
  22. Llanova Uribelarrea, L. M., & Méndez Carrillo, F. X. (2012). Manual del psicológo de familia: Un nuevo perfil profesional [Manual del psicológo de familia: Un nuevo perfil profesional]. Ed Pirámide.
  23. Lynch, M. (2022). Product review of Classcraft. https://www.thetechedvocate.org/product-review-of-classcraft/
  24. Mallart, J. (2009). Didáctica: Perspectivas, teorías y modelos [Didactics: Perspectives, theories and models]. In A. Medina, & M. C. Domínguez (Eds.), Didáctica. Formación básica para profesionales de la educación [Didactics. Basic training for education professionals] (pp. 29-74).
  25. Martín Sánchez, M. A. (2009). Historia de la metodología de enseñanza de lenguas extranjeras [History of foreign language teaching methodology]. https://dialnet.unirioja.es/descarga/articulo/2983568.pdf
  26. Mercadé, A. (2019). Los 8 tipos de Inteligencia según Howard Gardner: La teoría de las inteligencias múltiples [The 8 types of intelligence according to Howard Gardner: The theory of multiple intelligences]. Transición a la Vida Adulta y Activa [Transición a la Vida Adulta y Activa].
  27. Mora Márquez, M., & Camacho Torralbo, J. (2019). Classcraft: Inglés y juego de roles en el aula de educación primaria [Classcraft: English and role play in the primary education classroom]. Apertura, 11(1), 56-77. https://doi.org/10.32870/Ap.v11n1.1433
  28. Ortega, R., & Chacón-Borrego, F. (2022). Propuesta de intervención de gamificación en educación física basada en el universo de Harry Potter [Proposal for a gamification intervention in physical education based on the Harry Potter universe]. Sportis Science Journal, 8(1), 81-106. https://doi.org/10.17979/sportis.2022.8.1.8738
  29. Pavlov, P. (2017). Conditioned Reflexes. Martino Fine Books.
  30. Perea, G. (2014). Cómo ilevar a la práctica una metodología basada en las inteligencias múltiples en centros escolares de secundaria de Vitoria-Gasteiz con alumnos de 1º de ESO [How to put a methodology based on multiple intelligences into practice in secondary schools in Vitoria-Gasteiz with 1st ESO students]. UNIR.
  31. Ray Guthrie, E. (2018). New world encyclopaedia. http://www.newworldencyclopedia.org/entry/Edwin_Ray_Guthrie
  32. Rivera Trigueros, I., Sánchez-Pérez, M. (2020). ¿Gamificar el aula de educación superior? Análisis de expectativas sobre gamificación de estudiantes universitarios de lengua extranjera. Investigación, innovación docente y TIC [Gamify the higher education classroom? Analysis of expectations about gamification of foreign language university students. Research, teaching innovation and ICT]. Editorial Dykinson. https://www.researchgate.net/publication/339044002_Gamificar_el_aula_de_Educacion_Superior_Analisis_de_expectativas_sobre_gamificacion_de_estudiantes_universitarios_de_Lengua_Extranjera
  33. Ruiz de Zarobe, L., & Ruiz de Zarobe, Y. (2019). Enseñar hoy una lengua extranjera [Teach a foreign language today]. Octaedro S. L. Barcelona.
  34. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton-Century.
  35. Soutullo, C. (2021). Cesar Soutullo. https://www.youtube.com/watch?v=ungQGOqkOgI&feature=youtu.be&app=desktop&ab_channel=RTVTAGORORSANTALUCIA
  36. Titone, R. (1976). Metodología didáctica [Didactic methodology]. Rialp.
  37. Torres-Toukoumidis, Á., & Romero-Rodríguez, L. M. (2018). Aprender jugando: La gamificación en el aula. Educar para los nuevos medios: Claves para el desarrollo de la competencia mediática en el entorno digital [Learning by playing: Gamification in the classroom. Educate for the new media: Keys for the development of media competence in the digital environment]. Universidad Politécnica Salesiana. https://reunir.unir.net/handle/123456789/10902
  38. Watson, B. (1970). Behaviorism. W. W. Norton & Company.