This scientific article examines the impact of gamification
and game-based learning on English teaching in the educational system in
Guayaquil, employing a qualitative interpretive approach. Given the low levels
of linguistic competence reported in national and international assessments,
there is a need to incorporate active methodologies that respond to the
interests, learning styles, and sociocultural contexts of today's students. Gamification,
understood as the application of game elements in educational settings, and
playful learning, as a strategy focused on meaningful experience, allow the
classroom to be transformed into a dynamic, collaborative, and motivating
space. Through components such as challenges, rewards, narratives, and
teamwork, these methodologies promote the development of linguistic,
socio-emotional, and digital skills. The study employs qualitative techniques,
including participant observation, semi-structured interviews, and focus
groups, to understand students' perceptions and experiences with these
strategies. The expected results include improved motivation, academic
performance, and active participation in English language learning. Finally,
the benefits, risks, and conditions necessary for the effective implementation
of these methodologies are discussed, highlighting the importance of teacher
training, contextualized pedagogical design, and actively listening to student
voices. It is concluded that gamification can be a transformative tool for a
more inclusive, meaningful education that is connected to the challenges of the
21st century.
Keywords: Gamification; Game-based
learning; English language teaching; Student motivation; Qualitative
methodology.
Resumen
Este artículo científico examina el
impacto de la gamificación y el aprendizaje basado en juegos en la enseñanza
del inglés en el sistema educativo de Guayaquil, empleando un enfoque
interpretativo cualitativo. Dados los bajos niveles de competencia lingüística
que se observan en las evaluaciones nacionales e internacionales, es necesario
incorporar metodologías activas que respondan a los intereses, estilos de
aprendizaje y contextos socioculturales de los estudiantes de hoy en día.
La gamificación, entendida como la
aplicación de elementos de juego en entornos educativos, y el aprendizaje
lúdico, como estrategia centrada en la experiencia significativa, permiten
transformar el aula en un espacio dinámico, colaborativo y motivador. A través
de componentes como retos, recompensas, narrativas y trabajo en equipo, estas
metodologías promueven el desarrollo de habilidades lingüísticas,
socioemocionales y digitales. El estudio emplea técnicas cualitativas, como la
observación participante, entrevistas semiestructuradas y grupos focales, para
comprender las percepciones y experiencias de los estudiantes con estas
estrategias. Los resultados esperados incluyen una mayor motivación, un mejor
rendimiento académico y una participación activa en el aprendizaje del inglés. Por
último, se analizan los beneficios, los riesgos y las condiciones necesarias
para la implementación eficaz de estas metodologías, destacando la importancia
de la formación del profesorado, el diseño pedagógico contextualizado y la
escucha activa de las opiniones de los estudiantes. Se concluye que la
gamificación puede ser una herramienta transformadora para una educación más
inclusiva y significativa, conectada con los retos del siglo XXI.
Palabras
clave: Gamificación;
Aprendizaje basado en juegos; Enseñanza del inglés; Motivación de los
estudiantes; Metodología cualitativa.
Sumário
Este artigo científico examina o impacto
da gamificação e da aprendizagem baseada em jogos no ensino do inglês no
sistema educacional de Guayaquil, empregando uma abordagem interpretativa
qualitativa. Dados os baixos níveis de competência linguística relatados em
avaliações nacionais e internacionais, há uma necessidade de incorporar
metodologias ativas que respondam aos interesses, estilos de aprendizagem e
contextos socioculturais dos alunos de hoje. A gamificação, entendida como a
aplicação de elementos de jogos em ambientes educacionais, e a aprendizagem
lúdica, como uma estratégia focada em experiências significativas, permitem que
a sala de aula seja transformada em um espaço dinâmico, colaborativo e
motivador. Por meio de componentes como desafios, recompensas, narrativas e
trabalho em equipe, essas metodologias promovem o desenvolvimento de
habilidades linguísticas, socioemocionais e digitais. O estudo emprega técnicas
qualitativas, incluindo observação participante, entrevistas semiestruturadas e
grupos focais, para compreender as percepções e experiências dos alunos com
essas estratégias. Os resultados esperados incluem maior motivação, melhor
desempenho acadêmico e participação ativa na aprendizagem da língua inglesa.
Por fim, são discutidos os benefícios, riscos e condições necessárias para a
implementação eficaz dessas metodologias, destacando a importância da formação
de professores, do projeto pedagógico contextualizado e da escuta ativa das
vozes dos alunos. Conclui-se que a gamificação pode ser uma ferramenta
transformadora para uma educação mais inclusiva e significativa, conectada aos
desafios do século XXI.
Palavras-chave:Gamificação; Aprendizagem baseada em jogos;
Ensino da língua inglesa; Motivação dos alunos; Metodologia qualitativa.
Introduction
English language teaching in different educational contexts
in Guayaquil faces persistent challenges that go beyond curriculum coverage.
Despite institutional efforts to improve language proficiency, results remain
limited, as evidenced by the low levels of communicative competence reported in
national and international assessments. This situation affects not only
academic performance but also opportunities for employment and access to higher
education, especially in an increasingly globalized world that demands language
skills.
In this context, it is urgent to rethink traditional
teaching methodologies and explore strategies that respond to the
characteristics of today's students. Today's young people are immersed in
digital, interactive, and highly visual environments, which require a more
dynamic, participatory, and meaningful pedagogy. Gamification and game-based
learning are emerging as innovative alternatives that transform the classroom
into a space for exploration, collaboration, and active knowledge construction.
By incorporating elements such as challenges, symbolic
rewards, immersive narratives, and group dynamics, these methodologies promote
intrinsic motivation, engagement, and the development of language skills in
real or simulated contexts. In the case of English language teaching, these
strategies allow the language to cease being a distant subject and become a
useful, accessible, and stimulating tool, adapted to students' interests and
learning styles.
This article, from a qualitative interpretive approach,
seeks to explore how gamification and game-based learning can be effectively
applied in English language teaching in varied institutions in Guayaquil.
Through the analysis of experiences, perceptions, and teaching proposals, it
aims to offer a pedagogical alternative that promotes a more inclusive,
contextualized, and student-centered education.
Psychopedagogical
Foundations of Play-Based Learning
Historically, game-based activities have been recognized as
essential tools in education and, above all, have served to foster student
progress on cognitive, emotional, and social levels. Including them in the
classroom has been fundamental for educators such as Froebel, Decroly, and
Montessori, who even indicate that they increase creative autonomy and
meaningful learning (Cremin & Chappell, 2021). In their approaches, they state that
play is not just a secondary task in the classroom but rather a central axis of
the curriculum in the educational process.
From this perspective, for English language teaching, games
help students actively participate in the implementation of this new language,
overcoming barriers such as the anxiety that often arises when learning a
foreign language. Ferreira et al. (2022) remark that playful exercises promote a
positive learning environment and spontaneous, interactive, and practical
self-discovery among students in accordance with the context of the linguistic
structures they experience daily.
According to Hafiza and Pratolo (2024), the best way to learn a language
worldwide is through educational games, as they stimulate intrinsic motivation.
Therefore, students participate out of interest and curiosity, not out of
obligation. This incentive is key to optimizing classroom activities and, at
the same time, maintaining long-term motivation for the language. The purpose
of these dynamics focuses on helping to address students' diverse learning
styles in the educational environment.
In itself, games have become an enriching experience not
only in terms of meaning for students but also in the construction of knowledge
based on their experiences, emotions, and relationships, as they promote social
skills of cooperation and cultural understanding (Zhou & Colomer, 2024). Analyzing these experiences, it is
understandable how games transform language instruction into a humanistic,
accessible, and effective practice that improves vocabulary, listening
comprehension, and speaking more enjoyably.
Gamification
as an Educational Strategy
With the advent of technology in the 21st century, language
teaching must be linked to gamification. This new methodology involves applying
elements related to game design in educational contexts with the goal of
increasing student engagement and motivation. It includes strategies and
components such as points, levels, badges, challenges, and rewards that
transform the teaching-learning process into a more participatory and dynamic
experience (Oliveira, et al., 2023). It provides students with progress based
on ranks and digital platforms that give them opportunities to practice and
develop their skills in a fun and interactive way.
Thanks to gamification, it is possible to transform a
traditional class into an interactive challenge for English learning. A clear
example is a vocabulary-related exercise that can be transformed into a mission
involving varying levels of difficulty, where students earn points for
correctly choosing words according to the context in which they will be used.
This practice reinforces language use and makes it more fun for the student.
Vocabulary classes are facilitated, and students take turns interacting while
playing (Oliveira, et al., 2023).
Successful gamification involves another essential
component: narrative. By creating stories that include dynamic activities,
students better navigate an immersive environment that motivates them to
incorporate game principles, along with greater imagination and, consequently,
critical thinking (Nadi-Ravandi & Batooli, 2022). Game mechanics are used, along with the
integration of elements from the educational environment, to increase their
language skills, solve problems effectively, learning English, and make
decisions in collaboration with their peers.
This methodology impacts students' perception of learning,
self-esteem, and disposition toward the language. This is why the fundamental
pillars of gamification proposed by Schell indicate that there must be a story,
dynamics, mechanics, and technology, as Cavus et al. (2023) mentioned. Students can thus relate to
the content, their peers, and themselves. The rules are defined in the game and
implemented during the learning process, thus becoming meaningful.
Player
Typology and Learning Personalization
To create interactive microlearning programs on any
subject, it is necessary to access available gamification platforms. Another important
element is the type of player, according to Richard Bartle's theory (Dreimane, 2021). Through this classification, each
student's learning style can be identified. There are killers, achievers,
explorers, and socializers. By designing these gamified experiences, each
student can be individually motivated, demonstrating progress in each game
according to their level, and demonstrating their ability to control and
self-control according to the elements, thereby obtaining recognition, which is
evident in the real world.
Game-based learning allows for the identification of
student types and stimulates the brain to learn English. Certain
characteristics can be distinguished among learners: achievers who are
motivated by achieving their scores and levels of language proficiency, while
socializers enjoy collaborative activities through role-playing and debates.
Explorers perform tasks that involve discovering new words or structures, and
Killers take their competitiveness to the next level through group challenges.
Thanks to these pedagogical advantages, gamification has become a trend in
language learning (Gil-Aciron, 2024).
In addition to contributing to the comprehensive
development of the four English skills, gamification also fosters an inclusive
environment. Individualized learning allows for the assessment of the needs and
diversity within the classroom. Each student profile is recognized by the
teacher to adopt and adapt gamification strategies that provide meaning and
motivation to the teaching-learning process (Hammady & Arnab, 2022). Objectives must be clear and rules
well-defined, seeking voluntary participation and an intrinsic desire on the
part of the student to learn and experiment. This fosters the development of
personalized language skills and, above all, the participation associated with
inclusion and diverse cultural contexts.
By capturing students' attention, they become active
participants in their own learning. Analyzing player profiles, in this case,
allows us to understand how interests, emotions, and interaction styles
influence the learning and development of English language skills (Lee & Baek, 2023). These behavioral patterns guide teachers
in developing and designing effective and meaningful strategies. Promoting the
acquisition of language skills is essential to increasing learners' motivation
and engagement, especially in diverse classrooms.
Escape
Rooms and Breakout Edu in English Teaching
In general, escape rooms allow people to work as a team to
solve puzzles and complete a mission within a limited time. In the educational
setting, participating students must carefully fulfill the pedagogical
objective, working as a team to develop language skills. Some of these teaching
tools, such as Breakout Edu, allow for an immersive experience in which clues
are provided if necessary and a fluid experience is ensured for assessment or
review. As Martín-Caraballo et al. (2024) indicate, this theme proposes an
environment with a specific story and a mission tailored to the game. Thus,
this methodology promotes critical judgment and participation, and tests logic,
teamwork, and communicative skills.
More than just a game, in the English classroom, escape
rooms become a gamification tool that engages students in the learning process.
This method motivates and helps students develop language skills in listening,
speaking, reading, and writing, including English clues, linguistic codes,
audios, texts, and grammar challenges. These activities can be presented in a
variety of adaptable and versatile digital formats and provide contextualized,
playful learning so that an interdisciplinary approach exists at different
educational levels (Homayouni & Mehrabi, 2025).
In this context, it is important to note that educational
experiences with escape rooms address integrated topics and connect knowledge
to break the notion of isolated teaching. In an interactive environment,
scientific, historical, and cultural elements are incorporated through the
resolution of local and global problems, strengthening skills for comprehensive
lifelong learning (Makri & Martina, 2021). A solid understanding of the principles
of cooperative learning is ensured, as this enriching experience connects
language learning with skills that must be acquired for the real world. This
will enable students to take on roles appropriate to the opportunities that
arise at any given time.
By creating social behaviors, bonds are formed in an
interactive environment. From this perspective, this escape room strategy
offers an advantage for observing how students, using an innovative teaching
method, face challenges and communicate, negotiate, and regulate their
emotions. Taraldsen et al. (2022) indicate that students are more likely to
retain information in a practical way through active learning. Mutual benefits
are sought, such as helping peers or supporting people at risk. Gamification
training has gained significant importance in recent years, transforming it
from mere entertainment into a teaching and learning method.
21st-Century Skills and Gamification
In general teaching and in specific areas such as teaching
English as a foreign language, students face challenges in acquiring learning
and topics that are rigorous in terms of adaptability to the educational
context. Therefore, Faure-Carvallo et al. (2022) remark that gamification improves
academic performance and helps develop key skills such as resilience and
creativity that enable greater problem-solving and digital literacy. These
skills are essential in the technological and highly globalized world, as they
are resources that contribute to social and inclusive relevance in the formal
educational context.
In conjunction with job demands, the development of social
skills such as initiative, respect, and cooperation is promoted in order to
enhance student motivation through educational games. Learning English through
this strategy assists in confronting the real world, facilitating
decision-making, teamwork, and using the language as a communication tool to
solve problems. Adaptability and critical judgment are strengthened, becoming a
central factor for cooperative learning in a safe classroom environment, in
terms of the sustainable approach of guaranteed engagement and scaffolding (Katual & Goede, 2023).
Focusing on strengthening the teaching of English as a
foreign language in diverse contexts and environments, it is complementary to
analyze the use of digital platforms. Worth mentioning are Duolingo, ClassDojo,
and Quizizz, which are important for enriching students' learning processes in
conjunction with ICTs. These digital systems offer interactive resources,
immediate feedback, and individualized monitoring that enhance independent
learning and self-regulation. They can be implemented in the classroom as part
of core curriculum activities, generating a desire to study and having fun at
the same time, exploring topics of interest to students. While Triantafyllou et
al. (2025) specify the main advantages, they are
complemented by teaching skills to promote learning and safety when
participating in classes.
Thanks to interactive and gamification tools and digital
platforms, pedagogical integration and teacher support can be observed. Among
the benefits are accessibility, the improvement of specific skills necessary
for developing 21st-century competencies, and personalized learning. Through
students' experiences with gamified media, we analyze an increase in student
motivation and performance in an increasingly technological society. Their
personal narratives, testimonies, and observations within each level create a
unique experience and simultaneously identify changes in learner motivation,
attitude, and perception. However, teacher support is required, as the
pedagogical integration of these platforms seeks to maximize educational
potential.
Risks and Limitations of
Gamification
Due to the digital divide, especially in public education
sectors, although gamification offers multiple advantages, it also poses risks
if not properly designed and without the appropriate financial and educational
resources. On the socioeconomic side, it is important to note that these
digital platforms are used to a lesser extent. English teaching is often
shrouded in a traditional method, as e-learning achieves a minimal level of
connection between time and space between individuals and their respective
institutions (de Souza & Manera, 2024).
Authors mentioned in different studies, such as Mirzaie
Feiz Abadi et al. (2022), claim that some of the disadvantages
include problems of excessive competitiveness, generating an environment of
stress, tension, and demotivation if not managed with appropriate pedagogical
sensitivity. Another risk includes the dependence on extrinsic rewards.
Obtaining prizes generates anxiety and diverts attention from learning. If
rewards are obtained without much effort and are not well designed according to
the educational purpose, they lose their motivational value and can cause
frustration in the learner.
Gamification is not just a trend. Adapting these digital
resources to pedagogy seeks profound teacher reflection. Pedagogical support is
essential for creating safe and secure learning environments. Therefore,
Wulantari et al. (2023) notice the lack of ongoing instruction
from teachers and proper adaptation to the context can turn this strategy into
an ineffective experience, one that serves only as a superficial entertainment.
There are countless strategies and methods for learning a
new language, and even more so for mastering it. It will be the students who
apply these immersive resources as part of their educational experience to make
it productive and rewarding. Regarding skill mastery, it is essential to
analyze and evaluate students' perceptions of game-based learning. Gamification
also identifies emotions, expectations, and reactions. All of this allows for
adaptation of the methodology and curriculum to identify and strengthen
students' individual educational needs, avoiding common mistakes and ensuring
English learning for all, which must be transformative and truly meaningful (Hao, Winn, & Qiang, 2024).
Methods
This study adopts an interpretive qualitative approach
aimed at understanding the experiences, perceptions, and meanings that students
attribute to the use of gamified strategies in English language learning. The
choice of this approach responds to the need to explore in depth the subjective
processes involved in motivation, participation, and knowledge acquisition in
real educational contexts.
The research is conducted in varied institutions in
Guayaquil, selected based on accessibility and institutional diversity.
Although it is not limited to vulnerable contexts, the aim is to represent a
heterogeneous sample of students with different levels of linguistic competence
and learning styles. The sample will be intentional, consisting of students
between the ages of 15 and 18 who are taking English courses and have
participated in gamified or playful activities.
Data collection uses techniques such as participant
observation, semi-structured interviews, and focus groups. Observation will
focus on the development of gamified activities in the classroom, recording
behaviors, interactions, and levels of participation. Interviews will explore
individual perceptions of the impact of these methodologies on language
learning. Focus groups will facilitate the collective construction of meaning
and the identification of common patterns among students.
Data analysis is performed using open coding and thematic
categorization, following the principles of grounded theory. The aim will be to
identify emerging categories related to motivation, engagement, perception of
learning, and language skill development. Triangulation of sources and
techniques will ensure the internal validity of the study, while a detailed
description of the context and participants will contribute to the
transferability of findings to other similar educational settings.
Results
With the implementation of gamified strategies in English
language teaching, a significant increase in students' intrinsic motivation is
expected. Playful dynamics, incorporating elements such as challenges, symbolic
rewards, and immersive narratives, can transform the perception of language
learning, making it more attractive, accessible, and relevant to young people.
This change in attitude towards English could be reflected in a greater
willingness to participate actively in class and take communicative risks.
Likewise, an improvement in linguistic performance is
expected, especially in listening comprehension and writing skills. By
encouraging contextualized language practice, gamified activities allow
students to use English in real or simulated situations, which promotes
vocabulary retention, fluency, and grammatical accuracy. Constant interaction
with the language in a non-judgmental environment facilitates the development
of communication skills naturally and progressively.
Another expected outcome is the strengthening of
social-emotional skills such as collaboration, self-regulation, empathy, and
resilience. By working in teams, solving puzzles, or overcoming challenges,
students learn to communicate, negotiate, make decisions, and manage their
emotions. These skills, essential in the 21st century, are developed across the
board and complement language learning, preparing students for more demanding
academic and work contexts.
Finally, a transformation in the pedagogical relationship
between teachers and students is anticipated. Gamification promotes a more
active role for students and a more facilitative stance for teachers, which can
create a more horizontal, participatory, and affective classroom environment.
From a qualitative perspective, it is hoped that students' voices will reveal a
more meaningful learning experience, where English ceases to be a distant
subject and becomes a useful, accessible, and stimulating tool.
As part of the approach proposed in this study, a gamified
teaching unit was designed to develop English communication skills in students
at technical high schools in Guayaquil. This proposal seeks to illustrate how
the principles of gamification and game-based learning can be applied in a
concrete way in the classroom, promoting motivation, active participation, and
meaningful learning.
The unit, entitled “Mission English: Unlock the Code,” is
structured in four 45-minute sessions and focuses on the use of vocabulary and
structures for giving directions and describing places. Through activities such
as interactive maps, escape rooms, city design, and digital trivia, students
develop language skills in a playful and collaborative environment (see table 1
and 2) .
Table 1. Gamified Teaching Unit Sheet “Mission
English: Unlock the Code”
|
ELEMENT
|
DESCRIPTION
|
|
Level
|
A2 – Pre-intermediate
|
|
Duration
|
4 sessions of 45 minutes
|
|
Target group
|
Students aged 15 to 18 at institutions in
Guayaquil
|
|
Topic
|
Vocabulary and structures for giving
directions and describing places
|
|
General objective
|
To develop communicative competence in
English through gamified learning activities
|
|
Methodology
|
Game-based learning and gamification
|
|
Resources
|
Maps, cards, a stopwatch, mobile devices,
digital platforms (Kahoot, Quizizz)
|
|
Assessment
|
Performance rubrics, observation,
self-assessment, and written production
|
Source: Own elaboration
Discussion
The findings in this research suggest that gamification and
game-based learning can represent a significant transformation in English
language teaching in Guayaquil’s institutions.
From a qualitative perspective, it is recognized that
learning does not only occur based on content, but also through the
experiences, emotions, and relationships that students build in the classroom.
In this sense, playful methodologies allow the educational process to be
redefined, making it more human, participatory, and contextualized (Katual & Goede, 2023).
One of the most relevant aspects is the positive impact on
student motivation. Gamification, by incorporating elements such as rewards,
levels, and challenges, creates a dynamic learning environment that stimulates
curiosity and engagement (Oliveira, et al., 2023).
However, it is important to note that this effect depends
largely on the pedagogical design and the teacher's ability to adapt strategies
to the characteristics of the group. Extrinsic motivation, if not managed
properly, can become a mechanical expectation that undermines the educational
purpose.
Gamification also promotes the development of language
skills in an integrated manner. Fun activities allow students to practice the
language in real or simulated contexts, which improves fluency, comprehension,
and oral and written production. However, careful planning is required to
ensure that the linguistic content is aligned with the curriculum objectives
and that the dynamics are not limited to the mechanical repetition of
vocabulary or grammatical structures (de Souza & Manera, 2024).
Finally, the discussion must consider the challenges
involved in implementing these methodologies. Lack of teacher training,
resistance to change, and scarcity of technological resources can limit the
scope of gamification in the classroom. In addition, it is necessary to avoid
stimulus overload and excessive competitiveness, which can lead to anxiety or
exclusion. Therefore, we propose critical, reflective, and situated
gamification that recognizes students' voices and promotes a more equitable,
meaningful, and transformative education.
Conclusions
The incorporation of active methodologies such as
gamification and game-based learning represents a valuable opportunity to
transform English language teaching in varied institutions in Guayaquil. These
strategies allow students to take center stage in their learning process,
promoting motivation, participation, and the development of language skills in
a dynamic and meaningful environment.
From the qualitative approach adopted in this study, it is
evident that English language learning depends not only on the content taught
but also on the experiences of students in the classroom. Playful dynamics, by
integrating narrative, collaborative, and technological elements, create an
educational space that is more closely aligned with the interests and learning
styles of today's students.
However, for these methodologies to be effective, teachers
must have adequate training, relevant resources, and coherent pedagogical
planning. Gamification should not be applied as a passing trend, but as a
thoughtful strategy that responds to the real needs of the educational context
and promotes inclusive and transformative teaching.
In summary, this article proposes that the use of gamified
strategies in English language teaching can significantly contribute to
improving academic performance, strengthening social-emotional skills, and
preparing students for the challenges of the 21st century. The voice of the
students, gathered through qualitative techniques, will be key to validating
these proposals and guiding future pedagogical practices in the field of
technical education in Guayaquil.
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Gamification in action: Playful didactic
strategies to transform English teaching in educational contexts © 2025 by
Carmen Dolores Jaime Negrete, Sara Elizabeth Cedeño Domínguez and Elizabeth
Carmela Mina Corozo is licensed under Creative Commons
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