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La Gamificaci�n como estrategia did�ctica para la ense�anza del idioma ingl�s

 

Gamification as a teaching strategy for teaching English

 

A gamifica��o como estrat�gia de ensino para o ensino de ingl�s

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Correspondencia: ma_logrono@espoch.edu.ec

 

Ciencias de la Educaci�n

Art�culo de Investigaci�n

 

 

* Recibido: 10 de mayo de 2025 *Aceptado: 24 de junio de 2025 * Publicado: �12 de julio de 2025

 

        I.            Escuela Superior Polit�cnica de Chimborazo (Espoch), Riobamba, Ecuador.

      II.            Escuela Superior Polit�cnica de Chimborazo (Espoch), Riobamba, Ecuador.

   III.            Escuela Superior Polit�cnica de Chimborazo (Espoch), Riobamba, Ecuador.

 

Resumen

El presente art�culo tuvo como objetivo analizar la evidencia cient�fica reciente sobre la gamificaci�n como estrategia did�ctica para la ense�anza del idioma ingl�s en contextos educativos formales. La investigaci�n se desarroll� bajo un enfoque cualitativo-descriptivo, a trav�s de una revisi�n sistem�tica de literatura comprendida entre los a�os 2020 y 2025, empleando el protocolo PRISMA para la identificaci�n, selecci�n y an�lisis de 15 estudios relevantes. Los resultados permitieron identificar que las estrategias de gamificaci�n m�s utilizadas incluyen recompensas, niveles, din�micas de roles, retos, competencias por equipos y el uso de plataformas digitales como Kahoot, Quizizz, Wordwall y Duolingo. Asimismo, se evidenci� que estas estrategias contribuyen a mejorar la motivaci�n, la participaci�n, la retenci�n del vocabulario y el desarrollo de habilidades ling��sticas en los estudiantes. Los recursos tecnol�gicos y metodol�gicos empleados se centraron en entornos digitales interactivos, aprendizaje colaborativo y enfoques pedag�gicos activos. Sin embargo, se reconocieron limitaciones relacionadas con la formaci�n docente, la infraestructura tecnol�gica y la planificaci�n pedag�gica. En conclusi�n, la gamificaci�n representa una herramienta did�ctica eficaz y transformadora en la ense�anza del ingl�s, siempre que se implemente de manera contextualizada, planificada y alineada con los objetivos educativos.

Palabras clave: gamificaci�n; ingl�s como segunda lengua; motivaci�n del aprendizaje; tecnolog�a educativa; estrategias de ense�anza.

 

Abstract

This article aimed to analyze recent scientific evidence on gamification as a teaching strategy for teaching English in formal educational settings. The research was conducted using a qualitative-descriptive approach, through a systematic review of literature from 2020 to 2025, employing the PRISMA protocol to identify, select, and analyze 15 relevant studies. The results revealed that the most commonly used gamification strategies include rewards, levels, role-playing dynamics, challenges, team competitions, and the use of digital platforms such as Kahoot, Quizizz, Wordwall, and Duolingo. It was also evident that these strategies contribute to improving students' motivation, engagement, vocabulary retention, and language skills development. The technological and methodological resources employed focused on interactive digital environments, collaborative learning, and active pedagogical approaches. However, limitations related to teacher training, technological infrastructure, and pedagogical planning were recognized. In conclusion, gamification represents an effective and transformative teaching tool in English language teaching, provided it is implemented in a contextualized, planned, and aligned manner with educational objectives.

Keywords: gamification; English as a second language; learning motivation; educational technology; teaching strategies.

 

Resumo

Este artigo teve como objetivo analisar as evid�ncias cient�ficas recentes sobre a gamifica��o como estrat�gia de ensino para o ensino do ingl�s em ambientes educativos formais. A investiga��o foi conduzida atrav�s de uma abordagem qualitativo-descritiva, atrav�s de uma revis�o sistem�tica da literatura de 2020 a 2025, empregando o protocolo PRISMA para identificar, selecionar e analisar 15 estudos relevantes. Os resultados revelaram que as estrat�gias de gamifica��o mais utilizadas incluem recompensas, n�veis, din�micas de role-playing, desafios, competi��es de equipa e a utiliza��o de plataformas digitais como o Kahoot, Quizizz, Wordwall e Duolingo. Ficou tamb�m evidente que estas estrat�gias contribuem para melhorar a motiva��o, o envolvimento, a reten��o de vocabul�rio e o desenvolvimento das compet�ncias lingu�sticas dos alunos. Os recursos tecnol�gicos e metodol�gicos empregues focaram-se em ambientes digitais interativos, aprendizagem colaborativa e abordagens pedag�gicas ativas. No entanto, foram reconhecidas limita��es relacionadas com a forma��o de professores, a infraestrutura tecnol�gica e o planeamento pedag�gico. Conclui-se que a gamifica��o representa uma ferramenta de ensino eficaz e transformadora no ensino da l�ngua inglesa, desde que implementada de forma contextualizada, planeada e alinhada com os objetivos educativos.

Palavras-chave: gamifica��o; Ingl�s como segunda l�ngua; motiva��o para a aprendizagem; tecnologia educativa; estrat�gias de ensino.

 

Introduction

Currently, English language teaching has undergone numerous modifications and evolutions over time to adapt to the needs and progress of society (Ter�n et al., 2024). In this context, learning foreign languages, especially English, is becoming increasingly relevant in educational systems, as globalization has positioned it as the most widely learned language today and established it as the common and globally accepted language of science (Molina et al., 2021). Its importance has driven educational institutions to seek more inclusive, dynamic, and effective teaching methods, particularly those that support the comprehensive development of students.

However, the educational reality in countries like Ecuador presents significant limitations. According to EF EPI data published by El Diario el Comercio (2021), Ecuador ranked second to last in Latin America and 90th out of 112 evaluated nations, with a score of 440 out of 1000, indicating an A1 level of proficiency. While cities like Cuenca have improved due to international exams and a strong educational culture, locations such as El Carmen, Manta, Chone, Latacunga, and Riobamba lag behind due to limited English class hours, insufficient teacher training, and lack of resources. By 2024, Ecuador ranked 82nd out of 116 countries in the EF English Proficiency Index, scoring 465 out of 1000, below the global average (477) and in 19th place out of 21 in Latin America, highlighting a low level of English proficiency nationwide (Education First, 2024). This discrepancy underscores a stark contrast between public and private education, revealing structural inequality that hinders access to high-quality bilingual education across much of the country.

Learning an additional language is neither easy nor enjoyable, and students often encounter obstacles. It is necessary to acquire writing, reading, speaking, and listening skills (Al-Dosakee & Ozdamli, 2021). Moreover, limited language practice hinders the assimilation of new words, potentially delaying the learning process. Under these circumstances, adopting effective teaching methods�such as visual resources, games, and continuous interaction with the language�is essential. These techniques make learning more active and relevant, helping to retain information long-term (Quevedo, 2025).

Despite interest in implementing more innovative strategies, the use of educational technology has faced resistance within the system. Over the last decade, technology has evolved from being novel and unfamiliar to becoming a fundamental component of everyday life. However, in education, teachers and institutions have been the first to resist this change, often clinging to traditional roles, concepts, and perceptions in the learning process. The lack of technological resources�such as equipment, internet access, and technical skills�is frequently cited as one of the barriers preventing meaningful learning environments, where education is perceived as dynamic and engaging rather than dull and lifeless (Brice�o, 2022).

In this context, gamification has emerged as an innovative strategy with great potential to transform teaching and learning. It is a pedagogical tool that incorporates game-like dynamics into non-game contexts to motivate students and make learning more appealing (Huyen, 2020). Initially applied in areas like marketing, sales, and corporate training, its use in education gained popularity through projects like Foldit, an online puzzle game designed to make learning a more engaging experience (Brice�o, 2022). According to Espinoza et al. (2024), discussing gamification requires considering how information and communication technologies can create activities that enhance motivation and develop skills.

Thus, when incorporating gamification into teaching, educators must reflect on updating content, evaluating its relevance, and reorganizing activities and assessments to effectively meet students' needs and contexts (Trejo, 2021). Despite its advantages, a major concern is the lack of solid research firmly supporting its effectiveness in English language instruction (Ter�n et al., 2024). Rodr�guez et al. (2020) emphasize that since English learning became a priority in modern education, various methodological approaches have been developed to meet this demand, highlighting motivation as a key factor in foreign language acquisition.

Relatedly, the self-determination theory proposed by Ryan and Deci in 2000, cited by Quintero et al. (2024), explains how gamification connects to intrinsic motivation in learning. The theory posits that individuals are more engaged when they experience competence, autonomy, and social connection. In a gamified environment, these elements are reinforced through rewards, achievements, and instant feedback. Competence is fostered when students overcome challenges or reach new goals, giving them a sense of accomplishment. Autonomy is strengthened by allowing students to progress at their own pace, choose activities, and determine their sequence.

Additionally, studies show that integrating ICT into foreign language teaching enhances motivation, improves linguistic skills, fosters autonomy, and provides access to multimedia resources. ICT facilitates practice with native speakers, personalized learning, online collaboration, better retention, and instant feedback, significantly strengthening the learning process (Antonio & Carri�n, 2023). For these strategies to be effective, it is crucial to establish clear rules, define proper mechanisms, maintain an engaging design, provide comprehensible instructions, promote inclusion, and set meaningful rewards that motivate learning (Murillo & Vaca, 2022). Furthermore, aspects such as game variety, combining digital tools with classroom activities, participant collaboration, and the frequency of gamified activities must be considered (P�rez, 2022).

Ultimately, gamification is not merely about implementing games in the classroom without purpose; rather, it involves using games to achieve pedagogical objectives, enhancing students� motivation and enjoyment in the learning process (Murillo & Vaca, 2022). Therefore, this article aims to analyze the available scientific evidence on the application of gamification as a didactic strategy for English language teaching in educational contexts. Specifically, it seeks to identify the most commonly used gamification strategies in English instruction, describe the technological and methodological resources involved, and determine the impact of these strategies on English language learning based on recent studies.

 

Methodology

This research on gamification as a didactic strategy in English language teaching was conducted using a qualitative descriptive approach, allowing for the exploration, interpretation, and systematization of available knowledge on the use of playful and technological resources in the English language teaching-learning process. To achieve the proposed objectives, a systematic review of scientific literature was carried out using the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), which comprises four main stages: identification, screening, selection, and inclusion of studies.

During the identification stage, the information search was conducted in recognized academic databases such as Scopus, ERIC, Scielo, and Google Scholar. To refine the information within the field of study, a search strategy was developed using key terms in Spanish and English, such as �gamificaci�n�, �ense�anza del ingl�s�, �estrategias did�cticas�, �motivaci�n en el aprendizaje�, �aprendizaje l�dico�, along with their English equivalents: gamification, English teaching, didactic strategies, learning motivation, playful learning, using Boolean operators AND and OR. Below is a summary of the equations used in each database:

 

Table 1. Scientific Information Search Path

 

During the screening stage, a preliminary review of titles, abstracts, and keywords was conducted, considering the following inclusion criteria:

• Publications from 2020 to 2025.
• Peer-reviewed empirical studies, whether qualitative, quantitative, or mixed methods.
• Articles written in Spanish or English.
• Research directly addressing the use of gamification in educational contexts related to English language learning.

The following were excluded:

• Studies outside the defined time frame.
• Theoretical documents without empirical support.
• Academic works not published in scientific journals (theses, essays).
• Research in languages other than Spanish or English.
• Duplicate or irrelevant articles for the study�s objectives.

Subsequently, in the selection stage, the content of each publication was analyzed in greater depth, assessing its theoretical and methodological relevance concerning the research problem. Finally, during the inclusion stage, relevant data were extracted, including the title, authors, publication year, study type, academic journal, educational level addressed, and main findings. The information was organized into an analysis matrix to better understand trends, approaches, and results regarding the implementation of gamification in English language classrooms.

As a summary, Figure 1 presents the flowchart of the study selection process applied in this review.

 

 

 

 

 

 

 

 

 

 

 

Figure 1 Study selection process

Results

In accordance with the stated objectives, this systematic review identified relevant evidence regarding the use of gamification in the English language teaching-learning process. The results were organized based on three specific objectives: the most commonly used gamification strategies, the technological and methodological resources applied, and the impact of gamification according to recent studies. Below is a summary of the findings presented in tables, developed from the analysis of the 15 selected articles.

a) Gamified Strategies Used in English Language Teaching

To address the first objective, studies documenting gamification strategies applied in English language teaching at various educational levels were reviewed. The strategies were systematized and organized into a comparative table that includes the author, year, country, study title, methodology, educational level covered, and the gamified strategies described in each case.

 

Table 2.
Gamified Strategies Used in English Language Teaching

N�	6	Country	Title	Methodology	Educational Level	Gamified Strategies
1	Ter�n et al. (2024)	Ecuador	Gamification as a Didactic Strategy in the English Language Teaching Process	Exploratory correlational quantitative	Unified General Baccalaureate	Rewards, points, levels, challenges, and immediate feedback. Use of Wordwall, Kahoot, Quizizz, and Classcraft.
2	Brice�o (2022)	Ecuador	Educational Gamification as a Strategy for Foreign Language Teaching	Quantitative, non-experimental, cross-sectional	Primary and Baccalaureate	Gamified games with points, levels, rewards, and role dynamics. Promotes social interaction through teams.
3	Trejo (2021)	M�xico	Gamification Experience for Second Language Teaching	Gamification Experience for Second Language Teaching	Gamification Experience for Second Language Teaching	Gamification Experience for Second Language Teaching
4	Tigua et al. (2022)	Ecuador	Gamification as a Teaching Strategy Applied to the English Language	Documentary and bibliographic	Unified General Baccalaureate	Rewards, cumulative points, challenges, team competitions, and role-playing dynamics.
5	Rodr�guez et al. (2020)	Ecuador	Alliance Between Learning and Play: Gamification as a Methodological Strategy	Quasi-experimental explanatory	From Early Childhood to Baccalaureate	Challenges, tasks, rewards, levels. Use of dynamics, mechanics, and components for educational play.
6	Quintero et al. (2024)	Ecuador	Gamification and English Learning: A Comprehensive Exploration	Quantitative analysis with case studies	Intermediate level	Rewards, points, levels, immediate feedback, spaced repetition. Platforms like Duolingo and Memrise.
7	Antonio & Carri�n (2023)	M�xico	Use of ICT in English Teaching-Learning	Qualitative documentary review	Not defined	Kahoot!, Duolingo, quizzes, games, Socrative, and Genially for collaborative practice.
8	P�rez (2022)	Ecuador	Gamification for Vocabulary Acquisition in English Post-Pandemic	Qualitative with triangulation	Upper Primary and Baccalaureate	Memory games, word searches, brainstorming, and interactive digital games.
9	Quevedo (2025)	Per�	Impact of Gamification in English Teaching in Early Childhood Education	Mixed with narrative-thematic design	Early Childhood Education	Personalized games, playful dynamics, rewards, interactive typing, augmented reality.
10	Murillo & Vaca (2022)	Ecuador	Application of Gamification in the English Teaching-Learning Process in Undergraduate Studies	Exploratory descriptive mixed	Undergraduate	Games like bingo, Pictionary, Hangman, Memory Game, and competitive group dynamics
11	Al-Dosakee & Ozdamli (2021)	Irak	Gamification in Teaching and Learning Languages	Systematic review	Not defined	Levels, badges, points, time limits, competitions, and rankings as motivational stimuli.
12	Espinoza et al. (2024)	Ecuador	Gamification in 7th Grade for English Teaching	Descriptive qualitative	7th grade	Interactive games, levels, rewards (points, exemptions), educational platforms, and playful tasks.
13	Dindar et al. (2020)	China	Gamified Cooperation and Competition in English Vocabulary Learning	Quantitative experimental	Higher education	Gamified cooperation and competition with rankings, daily tasks, rewards, and real-time group dynamics.
14	Huyen (2020)	Australia	Gamified Learning: Are Vietnamese EFL Learners Ready Yet?	Gamified Learning: Are Vietnamese EFL Learners Ready Yet?	Gamified Learning: Are Vietnamese EFL Learners Ready Yet?	Gamified Learning: Are Vietnamese EFL Learners Ready Yet?
15	Wuluntari et al. (2023)	Indonesia	The role of gamification in English language teaching	Systematic literature review	Not defined	Playful mechanics like points, progressive levels, timed challenges, leaderboards, and badges. Use of Vocabulary Ninja for vocabulary and competition.

 

As can be seen in the table, the most frequent strategies include the use of rewards, points, levels, role-playing dynamics, challenges, interactive activities, and team competitions. These strategies aim to foster motivation, active participation, and the appropriation of linguistic content through playful dynamics adapted to the educational context.

a) Technological and Methodological Resources Applied in the Implementation of Gamification

In relation to the second objective, the technological and methodological resources used to implement gamification in the English classroom were identified. For this purpose, a table was created to summarize the digital resources, platforms used, methodological approaches, and characteristics of the educational environment reported by the analyzed studies.

 

Table 3.
Technological and Methodological Resources Used in Educational Gamification Experiences

 

b) Impact of Gamification on the English Language Teaching-Learning Process

Regarding the third objective, a table is presented with reported evidence on the impact of gamification in English language learning. The information was organized based on the indicators used, educational levels, applied methodology, and results obtained in each study.

 

Table 4. Evidence of the Impact of Gamification on English Language Learning

 

The data show that gamification has had positive effects on motivation, engagement, vocabulary retention, and student participation. Additionally, some studies report improvements in listening comprehension, oral expression, and students' self-confidence.

 

Discussion

The results obtained in this systematic review confirm that gamification has become an increasingly used educational strategy to enhance the English language teaching process, particularly in primary and secondary education. In this regard, authors such as Ter�n et al. (2024) and Brice�o (2022) agree that using rewards, levels, and platforms like Wordwall, Kahoot, or Classcraft significantly increases student motivation and fosters active participation in class. Both studies demonstrate how gamified dynamics help break the traditional classroom routine, making learning more engaging and less intimidating.

The motivational approach is also supported by Rodr�guez et al. (2020), who highlight gamification�s role as a bridge between learning and play, promoting the acquisition of new knowledge. However, not all studies are equally optimistic. For instance, Huyen (2020), in their research on Vietnamese contexts, notes that while games motivate and facilitate autonomous learning, poor planning can affect their effectiveness. That is, gamification is not just about using games but knowing when, how, and for what purpose to integrate them.

Similarly, Antonio & Carri�n (2023) recognize the potential of ICT to strengthen language skills but issue a key warning: without proper teacher training, gamification risks becoming just another trend rather than a transformative pedagogical tool. This observation aligns with Brice�o (2022), who acknowledges that many teachers face technological or methodological barriers to implementing such strategies.

On the other hand, Quintero et al. (2024) and Dindar et al. (2020) provide solid quantitative evidence on how gamified competition and cooperation dynamics improve vocabulary acquisition and listening comprehension. Studies like Quevedo (2025), focused on early education, further demonstrate that gamification not only enhances cognitive aspects but also social skills, fostering empathy and collaborative work from a young age.

Murillo & Vaca (2022) take the discussion further, asserting that gamification is not simply about introducing games into the classroom but using them with clear pedagogical objectives, immediate feedback, and engaging dynamics that spark students� curiosity and motivation. This aligns with P�rez (2022), who emphasizes that well-integrated digital games can shift students� attitudes toward English, boost linguistic self-esteem, and create more positive learning environments.

In summary, there is broad consensus that gamification, when properly planned and applied, has a positive impact on English language teaching. However, real challenges remain, such as teacher training, technological infrastructure, and the need to adapt gamified dynamics to the cultural and educational context of each institution. Thus, gamification should not be seen as a magical solution but rather as a valuable tool within a broader and more coherent framework of pedagogical innovation

 

 

Conclusions

After reviewing scientific literature across 15 articles, it is evident that gamification has gained a significant presence in English language classrooms, particularly due to its ability to engage students effectively. One of the key observations was the wide variety of strategies used: rewards, levels, challenges, group competitions, role-playing dynamics, and platforms like Kahoot, Quizizz, and Wordwall have become increasingly common tools in teaching. Interestingly, these strategies not only make classes more enjoyable but also genuinely enhance motivation, encouraging students to participate actively and without fear of making mistakes.

Additionally, the review highlighted that effective application of these strategies is not solely about having access to technology but knowing how to use it with a pedagogical purpose. Many educators have relied on active methodologies such as collaborative learning, challenge-based learning, or even flipped classrooms. Platforms like Duolingo, Genially, and Google Classroom were successfully integrated into activities that respected students� learning paces, making them feel more engaged in the process.

Regarding the impact of gamified experiences, most studies agreed that the results were positive, showing increased participation, improved attitudes towards the language, advancements in vocabulary acquisition, listening comprehension, and oral expression, as well as enhanced self-confidence. Furthermore, gamification strengthened aspects such as peer interaction, learning autonomy, and students� willingness to actively engage in classes.

Ultimately, gamification is positioned as a relevant pedagogical strategy capable of transforming the educational experience in English classrooms when applied with proper planning, clear objectives, and methodological coherence. Beyond being just a trend, it represents an opportunity to enhance teaching processes, making them more inclusive and aligned with students� realities, thereby contributing significantly to comprehensive development and meaningful learning.

 

References

1.      Al-Dosakee, K., & Ozdamli, F. (2021). Gamification in Teaching and Learning Languages: A Systematic Literature Review. Revista Rom�nească pentru Educaţie Multidimensională, 13(2), 559-577. https://doi.org/10.18662/rrem/13.2/436

2.      Antonio, C., & Carri�n, J. (2023). Uso de Tecnolog�as de la Informaci�n y la Comunicaci�n (TIC) en la ense�anza-aprendizaje del ingl�s, una revisi�n de literatura. Espacio I+D, Innovaci�n m�s Desarrollo, 12(33), 31-46. https://doi.org/10.31644/IMASD.33.2023.a02

3.      Brice�o, C. (2022). La gamificaci�n educativa como estrategia para la ense�anza de lenguas extranjeras. ACADEMO Revista de Investigaci�n en Ciencias Sociales y Humanidades, 9(1), 11-22. https://doi.org/10.30545/academo.2022.ene-jun.2

4.      Dindar, m., Ren, L., & J�rvenoja, H. (2020). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159. https://doi.org/10.1111/bjet.12977

5.      Education First. (2024). EF EPI �ndice EF de dominio del ingl�s | EF Ecuador. https://www.ef.com.ec/epi/regions/latin-america/ecuador/

6.      El Comercio. (2021, Noviembre 27). Ecuador mantiene un bajo nivel de dominio del idioma ingl�s. https://www.elcomercio.com/sociedad/ecuador-idioma-dominio-ingles-estudiantes.html

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8.      Huyen, T. (2020). Gamified Learning: Are Vietnamese EFL Learners Ready Yet? iJET, 15(24), 242-251. https://doi.org/10.3991/ijet.v15i24.16667

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14.  Rodr�guez, L., Garc�a, D., Guevara, C., & Erazo, J. (2020). Alianza entre aprendizaje y juego: gamificaci�n como estrategia metodol�gica que motiva el aprendizaje del Ingl�s. Revista Arbitrada Interdisciplinaria KOINONIA , 5(1). https://doi.org/10.35381/r.k.v5i1.788

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17.  Trejo, H. (2021). Experiencia de gamificaci�n para la ense�anzade un segundo idiom. Educaci�n Y Educadores, 23(4), 611�633. https://doi.org/10.5294/edu.2020.23.4.4

18.  Wuluntari, N., Rancham, A., Sari, M., Uktolseja, L., & Rofi, A. (2023). The role of gamification in english language teaching: A literature review. Journal on Education, 6(1), 2847-2856. https://www.researchgate.net/publication/377468277

 

 

 

 

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