Estrategia Didáctica Basada en Retos en el Metaverso Dojo Islands Para Fortalecer el Aprendizaje Colaborativo del Inglés Como Lengua Extranjera

Abstract

This research describes a case study that examines the implementation of the Dojo Islands metaverse as a challenge-based didactic strategy aimed at strengthening collaborative English language learning. It focuses on analyzing how activities developed within the metaverse can foster collaborative language learning among students. The research was conducted with 30 ninth grade students from Colegio San Bernardino IED, in Bogotá, 16 boys and 14 girls between 14 and 16 years old. Three instruments were used to get the corresponding data collection: A student-directed survey, an evaluation of the metaverse from participants’ perspective and an assessment of the didactic sequence implemented by teachers. According to the research findings, by including the metaverse, it enables students learn to collaborate more effectively, solving problems as a team and engage students in activities that simulate real situations, thereby facilitating the classroom learning transfer to the virtual world. This immersive environment also supports the development of communicative skills in English language by expanding vocabulary and encouraging natural and enjoyable practices. This study contributes to the ongoing discussion regarding the use of emerging technologies in education and highlights the importance of the metaverse as a powerful tool to enhance and transform English language teaching in learning contexts, fostering a more participatory education. Through this strategy, students can improve their English skills in everyday situations and with their overall communicative competences.