Vol. 12/ Núm. 3 2025 pág. 3898
https://doi.org/10.69639/arandu.v12i3.1599
Design of a Pedagogical Gamification Tool for Improving
Interaction in Online EFL Education, in the province of
Imbabura
Diseño de una Herramienta Pedagógica de Gamificación para Mejorar la Interacción
en la Enseñanza de Inglés en Línea como Lengua Extranjera en la provincia de
Imbabura
Iván Mateo Mina Vásquez
https://orcid.org/0009-0004-1337-1668
mateomina3401@gmail.com
Universidad Politécnica Estatal del Carchi-Posgrado
Tulcán – Ecuador
Martha Aracelly Viveros Almeida
https://orcid.org/0000-0002-2441-6954
ma_va34@yahoo.com
Universidad Politécnica Estatal del Carchi-Posgrado
Tulcán – Ecuador
Marcelo René Mina Ortega
https://orcid.org/0000-0002-6354-1846
mrenemina@yahoo.com / mrmina@utn.edu.ec
Universidad Técnica del Norte
Ibarra – Ecuador
Artículo recibido: 18 agosto 2025 - Aceptado para publicación: 28 septiembre 2025
Conflictos de intereses: Ninguno que declarar.
RESUMEN
La presente investigación tuvo como propósito analizar la influencia de la gamificación en el
aprendizaje del inglés como lengua extranjera en entornos virtuales, con el fin de elaborar una
guía metodológica dirigida a docentes de la provincia de Imbabura. La investigación se
fundamentó en un enfoque cualitativo de tipo bibliográfico-documental, a través de la revisión
sistemática de literatura nacional e internacional, el análisis de marcos normativos y la
identificación de tendencias en plataformas de capacitación docente como Mecapacito. Los
resultados evidencian que la gamificación contribuye significativamente a la motivación,
autonomía y participación de los estudiantes en entornos virtuales, además de favorecer la
interacción y reducir la ansiedad lingüística. La guía elaborada integra fundamentos pedagógicos,
elementos gamificados (como insignias, progresión, rankings y retroalimentación inmediata), y
herramientas digitales accesibles para la práctica docente. Asimismo, se relaciona con
metodologías activas presentes en las mallas curriculares de formación docente en Ecuador, como
el Aprendizaje Basado en Problemas, Aula Invertida, CLT, TBLT y Aprendizaje Basado en
Vol. 12/ Núm. 3 2025 pág. 3899
Proyectos. En conclusión, la guía constituye un aporte práctico al campo educativo, al ofrecer a
los docentes recursos claros y contextualizados que fortalecen la enseñanza del inglés online
mediante estrategias lúdicas e innovadoras. Su pertinencia se sustenta en el marco pedagógico,
legal y curricular ecuatoriano, lo cual garantiza su aplicabilidad y relevancia en la formación
docente actual.
Palabras clave: gamificación, enseñanza del inglés, aprendizaje en línea, metodologías
activas, Imbabura
ABSTRACT
The purpose of this research was to analyze the influence of gamification on learning English as
a foreign language in virtual environments, with the aim of developing a methodological guide
for teachers in the province of Imbabura. The research was based on a qualitative, bibliographic-
documentary approach, through a systematic review of national and international literature,
analysis of regulatory frameworks, and identification of trends on teacher training platforms such
as Mecapacito. The results show that gamification significantly contributes to students’
motivation, autonomy, and participation in virtual environments, as well as fostering interaction
and reducing language anxiety. The guide integrates pedagogical foundations, gamified elements
(such as badges, progression, rankings, and immediate feedback), and accessible digital tools for
teaching practice. It also aligns with active methodologies included in Ecuador’s teacher training
curricula, such as Problem-Based Learning, Flipped Classroom, CLT, TBLT, and Project-Based
Learning. In conclusion, the guide constitutes a practical contribution to the educational field by
providing teachers with clear, contextualized resources that strengthen online English instruction
thru playful and innovative strategies. Its relevance is grounded in the Ecuadorian pedagogical,
legal, and curricular framework, which ensures its applicability and relevance in current teacher
training.
Keywords: gamification, English teaching, online learning, active methodologies,
Imbabura
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Proyectos. En conclusión, la guía constituye un aporte práctico al campo educativo, al ofrecer a
los docentes recursos claros y contextualizados que fortalecen la enseñanza del inglés online
mediante estrategias lúdicas e innovadoras. Su pertinencia se sustenta en el marco pedagógico,
legal y curricular ecuatoriano, lo cual garantiza su aplicabilidad y relevancia en la formación
docente actual.
Palabras clave: gamificación, enseñanza del inglés, aprendizaje en línea, metodologías
activas, Imbabura
ABSTRACT
The purpose of this research was to analyze the influence of gamification on learning English as
a foreign language in virtual environments, with the aim of developing a methodological guide
for teachers in the province of Imbabura. The research was based on a qualitative, bibliographic-
documentary approach, through a systematic review of national and international literature,
analysis of regulatory frameworks, and identification of trends on teacher training platforms such
as Mecapacito. The results show that gamification significantly contributes to students’
motivation, autonomy, and participation in virtual environments, as well as fostering interaction
and reducing language anxiety. The guide integrates pedagogical foundations, gamified elements
(such as badges, progression, rankings, and immediate feedback), and accessible digital tools for
teaching practice. It also aligns with active methodologies included in Ecuador’s teacher training
curricula, such as Problem-Based Learning, Flipped Classroom, CLT, TBLT, and Project-Based
Learning. In conclusion, the guide constitutes a practical contribution to the educational field by
providing teachers with clear, contextualized resources that strengthen online English instruction
thru playful and innovative strategies. Its relevance is grounded in the Ecuadorian pedagogical,
legal, and curricular framework, which ensures its applicability and relevance in current teacher
training.
Keywords: gamification, English teaching, online learning, active methodologies,
Imbabura
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 3 2025 pág. 3900
INTRODUCTION
Online education has become a central strategy for ensuring educational continuity and
expanding access to knowledge in the 21st century. In the field of English as a Foreign Language
(EFL), it offers opportunities for learners to access authentic linguistic materials regardless of
geographical barriers. However, several studies reveal persistent limitations related to motivation,
active participation, and interaction (Cheng et al., 2025; Tsai et al., 2024). Virtual classrooms are
often characterized by passive learning and reduced collaboration, which negatively affect the
acquisition of communicative competences.
In the Latin American and Ecuadorian contexts, the integration of online education has
grown rapidly but remains largely guided by traditional, teacher-centered approaches, where
content transmission prevails over interactive methodologies. Research indicates that students in
virtual EFL environments demonstrate lower levels of interaction with peers and teachers,
limiting the development of essential language skills (Cabrera-Solano, 2022; Panmei & Waluyo,
2022). This issue is particularly evident in Imbabura, where teachers face challenges in adapting
methodologies to digital platforms and lack methodological tools to sustain student engagement.
Gamification has emerged as a promising pedagogical approach to address these
challenges. By integrating game design elements such as points, badges, rankings, progress levels,
and collaborative challenges into educational contexts, gamification promotes motivation,
autonomy, and meaningful interaction (Deterding et al., 2011; Su & Cheng, 2023). Its application
in EFL instruction has shown positive results worldwide, increasing participation and reducing
language anxiety (Campillo-Ferrer et al., 2025; Romero-Rodríguez & Lara-Bocanegra, 2025).
Despite these benefits, its use in Ecuador remains fragmented, with little systematization to guide
teachers in its effective implementation.
From a theoretical perspective, gamification is supported by key learning theories such
as Self-Determination Theory (Deci & Ryan, 1985), Social Learning Theory (Bandura, 1977),
and Constructivism (Vygotsky, 1978; Piaget, 1970). These frameworks highlight how autonomy,
collaboration, and active problem-solving are essential for learning, all of which can be
strengthened through gamified strategies.
In addition, Ecuador’s educational and legal framework emphasizes the need for
innovative, inclusive, and technology-driven teaching practices. The Constitution (Asamblea
Nacional, 2008), the Organic Law of Intercultural Education (Ministerio de Educación, 2011),
and the National Development Plan 2021–2025 (Presidencia de la República, 2021) all prioritize
pedagogical innovation and digital transformation as mechanisms to ensure educational quality.
In this sense, the design of gamification-based pedagogical tools responds directly to national
priorities.
INTRODUCTION
Online education has become a central strategy for ensuring educational continuity and
expanding access to knowledge in the 21st century. In the field of English as a Foreign Language
(EFL), it offers opportunities for learners to access authentic linguistic materials regardless of
geographical barriers. However, several studies reveal persistent limitations related to motivation,
active participation, and interaction (Cheng et al., 2025; Tsai et al., 2024). Virtual classrooms are
often characterized by passive learning and reduced collaboration, which negatively affect the
acquisition of communicative competences.
In the Latin American and Ecuadorian contexts, the integration of online education has
grown rapidly but remains largely guided by traditional, teacher-centered approaches, where
content transmission prevails over interactive methodologies. Research indicates that students in
virtual EFL environments demonstrate lower levels of interaction with peers and teachers,
limiting the development of essential language skills (Cabrera-Solano, 2022; Panmei & Waluyo,
2022). This issue is particularly evident in Imbabura, where teachers face challenges in adapting
methodologies to digital platforms and lack methodological tools to sustain student engagement.
Gamification has emerged as a promising pedagogical approach to address these
challenges. By integrating game design elements such as points, badges, rankings, progress levels,
and collaborative challenges into educational contexts, gamification promotes motivation,
autonomy, and meaningful interaction (Deterding et al., 2011; Su & Cheng, 2023). Its application
in EFL instruction has shown positive results worldwide, increasing participation and reducing
language anxiety (Campillo-Ferrer et al., 2025; Romero-Rodríguez & Lara-Bocanegra, 2025).
Despite these benefits, its use in Ecuador remains fragmented, with little systematization to guide
teachers in its effective implementation.
From a theoretical perspective, gamification is supported by key learning theories such
as Self-Determination Theory (Deci & Ryan, 1985), Social Learning Theory (Bandura, 1977),
and Constructivism (Vygotsky, 1978; Piaget, 1970). These frameworks highlight how autonomy,
collaboration, and active problem-solving are essential for learning, all of which can be
strengthened through gamified strategies.
In addition, Ecuador’s educational and legal framework emphasizes the need for
innovative, inclusive, and technology-driven teaching practices. The Constitution (Asamblea
Nacional, 2008), the Organic Law of Intercultural Education (Ministerio de Educación, 2011),
and the National Development Plan 2021–2025 (Presidencia de la República, 2021) all prioritize
pedagogical innovation and digital transformation as mechanisms to ensure educational quality.
In this sense, the design of gamification-based pedagogical tools responds directly to national
priorities.
Vol. 12/ Núm. 3 2025 pág. 3901
The aim of this research is therefore to design a pedagogical gamification tool to enhance
student interaction in online EFL education in Imbabura. To achieve this, the study:
• Analyzes recent scientific literature on gamification and its impact on student
interaction in virtual EFL contexts.
• Identifies effective gamification strategies and elements reported in national and
international research.
• Systematizes theoretical and normative evidence to support the proposal.
• Develops a gamification-based guide with methodological orientations for
Ecuadorian EFL teachers.
In summary, this paper addresses a pedagogical gap in the Ecuadorian context by offering
a structured, evidence-based, and contextualized tool that strengthens online English teaching
through innovative, interactive strategies.
MATERIALS AND METHODS
This study was conducted using a qualitative, bibliographic-documentary approach, as it
did not seek to establish quantitative causal relationships but rather to analyze and interpret the
scientific, pedagogical, and legal evidence on gamification in online English as a Foreign
Language (EFL) instruction. This approach enabled a systematic review of the literature and
regulations to design a contextualized pedagogical tool.
The research is framed within the Ecuadorian educational context, specifically in the
province of Imbabura, characterized by its cultural and linguistic diversity, as well as by persistent
challenges in technology access and teacher preparation for digital environments. Although no
empirical population was directly involved, the indirect target group consists of English teachers
from public and private institutions in the province, who require innovative methodological tools
to foster interaction in virtual classrooms.
The study consisted of four main stages:
Review and analysis of the scientific literature:
A systematic search was conducted in academic databases such as Scopus, ERIC, Google
Scholar, Redalyc, SciELO, and Dialnet, selecting publications from 2020 to 2025. Inclusion
criteria considered:
• Research on gamification in virtual environments.
• Application in teaching English as a foreign language.
• Relevant methodological approaches (empirical, qualitative, or mixed).
The selected documents were organized into a document analysis matrix, classifying
author, year, objectives, methodology, and key findings.
The aim of this research is therefore to design a pedagogical gamification tool to enhance
student interaction in online EFL education in Imbabura. To achieve this, the study:
• Analyzes recent scientific literature on gamification and its impact on student
interaction in virtual EFL contexts.
• Identifies effective gamification strategies and elements reported in national and
international research.
• Systematizes theoretical and normative evidence to support the proposal.
• Develops a gamification-based guide with methodological orientations for
Ecuadorian EFL teachers.
In summary, this paper addresses a pedagogical gap in the Ecuadorian context by offering
a structured, evidence-based, and contextualized tool that strengthens online English teaching
through innovative, interactive strategies.
MATERIALS AND METHODS
This study was conducted using a qualitative, bibliographic-documentary approach, as it
did not seek to establish quantitative causal relationships but rather to analyze and interpret the
scientific, pedagogical, and legal evidence on gamification in online English as a Foreign
Language (EFL) instruction. This approach enabled a systematic review of the literature and
regulations to design a contextualized pedagogical tool.
The research is framed within the Ecuadorian educational context, specifically in the
province of Imbabura, characterized by its cultural and linguistic diversity, as well as by persistent
challenges in technology access and teacher preparation for digital environments. Although no
empirical population was directly involved, the indirect target group consists of English teachers
from public and private institutions in the province, who require innovative methodological tools
to foster interaction in virtual classrooms.
The study consisted of four main stages:
Review and analysis of the scientific literature:
A systematic search was conducted in academic databases such as Scopus, ERIC, Google
Scholar, Redalyc, SciELO, and Dialnet, selecting publications from 2020 to 2025. Inclusion
criteria considered:
• Research on gamification in virtual environments.
• Application in teaching English as a foreign language.
• Relevant methodological approaches (empirical, qualitative, or mixed).
The selected documents were organized into a document analysis matrix, classifying
author, year, objectives, methodology, and key findings.
Vol. 12/ Núm. 3 2025 pág. 3902
Identification of gamification techniques and elements
Selected studies were analyzed to identify the most effective gamification strategies for
improving motivation, autonomy, and interaction. Core elements such as points, badges,
leaderboards, progress levels, and immediate feedback were categorized according to their
impact.
Theoretical and legal triangulation
The findings were contrasted with theoretical frameworks (Self-Determination Theory,
Social Learning Theory, Community of Inquiry, Constructivism) and Ecuadorian legal and
pedagogical frameworks (Constitution, LOEI, National Development Plan 2021–2025). This
triangulation ensured the methodological and legal relevance of the proposal.
Design of the pedagogical tool
Based on the systematization process, a gamification methodological guide was designed
for English teachers in Imbabura. This tool integrates pedagogical foundations, practical
recommendations, accessible digital platforms, and examples linked to active learning
methodologies such as Problem-Based Learning (PBL), the Flipped Classroom, the
Communicative Language Approach (CLA), Task-Based Language Teaching (TBLT), and
Project-Based Learning (PBL).
RESULTS
The guide is the practical outcome of the bibliographic analysis conducted in earlier
chapters and directly addresses the overall aim of the study. It combines theoretical ideas, real-
world examples, and legal-educational guidelines into a method that teachers can use in their
virtual classrooms.
There are two parts to the chapter. First, the results are shown through the way the
gamification guide is put together and described, with a focus on its parts, teaching methods, and
how it can be used in Ecuador. Second, a discussion is created that compares these results to the
theoretical framework and background research, showing how the suggested tool solves the
problems found in online EFL teaching. This chapter not only talks about the product that was
made, but it also critically looks at how relevant, coherent, and potentially useful it is in the local
educational setting.
Presentation of the Gamification Guide
Introduction
The goal of this guide is to give English as a Foreign Language (EFL) teachers in
Imbabura province a useful and theoretically sound resource that uses gamification in online
learning. It addresses the pedagogical imperative to enhance motivation, interaction, and active
engagement in virtual classrooms, which continue to be significant challenges in Ecuadorian
education (Auquilla et al., 2024). The guide aims to make traditional online classes more fun and
Identification of gamification techniques and elements
Selected studies were analyzed to identify the most effective gamification strategies for
improving motivation, autonomy, and interaction. Core elements such as points, badges,
leaderboards, progress levels, and immediate feedback were categorized according to their
impact.
Theoretical and legal triangulation
The findings were contrasted with theoretical frameworks (Self-Determination Theory,
Social Learning Theory, Community of Inquiry, Constructivism) and Ecuadorian legal and
pedagogical frameworks (Constitution, LOEI, National Development Plan 2021–2025). This
triangulation ensured the methodological and legal relevance of the proposal.
Design of the pedagogical tool
Based on the systematization process, a gamification methodological guide was designed
for English teachers in Imbabura. This tool integrates pedagogical foundations, practical
recommendations, accessible digital platforms, and examples linked to active learning
methodologies such as Problem-Based Learning (PBL), the Flipped Classroom, the
Communicative Language Approach (CLA), Task-Based Language Teaching (TBLT), and
Project-Based Learning (PBL).
RESULTS
The guide is the practical outcome of the bibliographic analysis conducted in earlier
chapters and directly addresses the overall aim of the study. It combines theoretical ideas, real-
world examples, and legal-educational guidelines into a method that teachers can use in their
virtual classrooms.
There are two parts to the chapter. First, the results are shown through the way the
gamification guide is put together and described, with a focus on its parts, teaching methods, and
how it can be used in Ecuador. Second, a discussion is created that compares these results to the
theoretical framework and background research, showing how the suggested tool solves the
problems found in online EFL teaching. This chapter not only talks about the product that was
made, but it also critically looks at how relevant, coherent, and potentially useful it is in the local
educational setting.
Presentation of the Gamification Guide
Introduction
The goal of this guide is to give English as a Foreign Language (EFL) teachers in
Imbabura province a useful and theoretically sound resource that uses gamification in online
learning. It addresses the pedagogical imperative to enhance motivation, interaction, and active
engagement in virtual classrooms, which continue to be significant challenges in Ecuadorian
education (Auquilla et al., 2024). The guide aims to make traditional online classes more fun and
Vol. 12/ Núm. 3 2025 pág. 3903
interactive by incorporating game-like elements such as progress bars, rewards, and group
challenges.
The rationale for this tool lies in the persistent methodological deficiencies observed in
online English teaching in Ecuador, characterized by the predominance of transmission-based,
teacher-centered approaches. Research conducted in Latin America indicates that students
enrolled in online English as Foreign Language (EFL) courses frequently exhibit low levels of
participation and reduced opportunities for substantive communication (Auquilla et al., 2024). In
Imbabura, the predominant methodologies for in-person English instruction are the grammar-
translation method and, to a lesser extent, the communicative approach, both commonly used in
conventional classroom settings. Recent evidence corroborates that gamification serves as a
pedagogical strategy with a considerable influence on students’ motivation in the field of English
as a Foreign Language (EFL). A quantitative study at the Technical University of Ambato
indicates that students highly value the elements of cooperation and competition (25%), the
freedom to make mistakes (22%), and the perception of continuous progress (17%), asserting that
this methodology enhances their engagement with learning (Infante-Paredes et al., 2024). These
methodologies establish a basis for linguistic development; however, they inadequately fulfill the
necessity for continuous motivation and interactive practice within the digital context.
This guide is mainly for English teachers in public and private schools in Imbabura who
need to change how they teach to fit the needs of virtual learning. Gamification is not suggested
as a substitute for established methodologies but as an adjunct strategy that augments them.
Gamification is in line with modern teaching methods that stress active, student-centered learning
(Su & Cheng, 2023) because it encourages student independence, teamwork, and lessens language
anxiety.
This guide aims to equip teachers with practical, flexible strategies that address the
specific educational context, facilitating the creation of dynamic and inclusive online learning
environments. In this way, it helps to achieve the larger goal of making English teaching better
in Imbabura and supporting Ecuador's promise to be innovative and fair in education (Presidencia
de la República del Ecuador, 2021).
Pedagogical foundations of the guide
This guide is based on different educational theories that support using gamification as a
way to teach English online. These foundations are derived from classical educational theories
and contemporary research that has evidenced the beneficial effects of game-based elements on
foreign language instruction.
One of the most important things that affects how well you learn a foreign language is
your motivation. Self-Determination Theory posits that students exhibit greater engagement
when their needs for autonomy, competence, and relatedness are met. Aly (2020), in a study
conducted in Egypt, confirms that gamified environments significantly improve students’
interactive by incorporating game-like elements such as progress bars, rewards, and group
challenges.
The rationale for this tool lies in the persistent methodological deficiencies observed in
online English teaching in Ecuador, characterized by the predominance of transmission-based,
teacher-centered approaches. Research conducted in Latin America indicates that students
enrolled in online English as Foreign Language (EFL) courses frequently exhibit low levels of
participation and reduced opportunities for substantive communication (Auquilla et al., 2024). In
Imbabura, the predominant methodologies for in-person English instruction are the grammar-
translation method and, to a lesser extent, the communicative approach, both commonly used in
conventional classroom settings. Recent evidence corroborates that gamification serves as a
pedagogical strategy with a considerable influence on students’ motivation in the field of English
as a Foreign Language (EFL). A quantitative study at the Technical University of Ambato
indicates that students highly value the elements of cooperation and competition (25%), the
freedom to make mistakes (22%), and the perception of continuous progress (17%), asserting that
this methodology enhances their engagement with learning (Infante-Paredes et al., 2024). These
methodologies establish a basis for linguistic development; however, they inadequately fulfill the
necessity for continuous motivation and interactive practice within the digital context.
This guide is mainly for English teachers in public and private schools in Imbabura who
need to change how they teach to fit the needs of virtual learning. Gamification is not suggested
as a substitute for established methodologies but as an adjunct strategy that augments them.
Gamification is in line with modern teaching methods that stress active, student-centered learning
(Su & Cheng, 2023) because it encourages student independence, teamwork, and lessens language
anxiety.
This guide aims to equip teachers with practical, flexible strategies that address the
specific educational context, facilitating the creation of dynamic and inclusive online learning
environments. In this way, it helps to achieve the larger goal of making English teaching better
in Imbabura and supporting Ecuador's promise to be innovative and fair in education (Presidencia
de la República del Ecuador, 2021).
Pedagogical foundations of the guide
This guide is based on different educational theories that support using gamification as a
way to teach English online. These foundations are derived from classical educational theories
and contemporary research that has evidenced the beneficial effects of game-based elements on
foreign language instruction.
One of the most important things that affects how well you learn a foreign language is
your motivation. Self-Determination Theory posits that students exhibit greater engagement
when their needs for autonomy, competence, and relatedness are met. Aly (2020), in a study
conducted in Egypt, confirms that gamified environments significantly improve students’
Vol. 12/ Núm. 3 2025 pág. 3904
motivation by incorporating symbolic rewards, immediate feedback, and challenges that reinforce
their sense of progress and autonomy. Recent studies in virtual English-as-a-foreign-language
environments indicate that students exhibit greater intrinsic motivation when they participate in
gamified activities that promote self-regulation and autonomy in their learning (Su & Cheng,
2023).
Meaningful interaction with others enhances language learning. Vygotsky’s sociocultural
theory (1978) posits that knowledge develops through interactions with others within the zone of
proximal development. Bandura’s social learning theory (1977) also highlights the importance of
learning through observation and imitation of others. Gamification encourages people to work
together in virtual worlds by using elements such as leagues, teams, and collaborative challenges.
This makes people more likely to participate and strengthens the sense of community. Research
conducted in Ecuador indicates that collaboration and equitable competition in gamified settings
enhance students' propensity to engage in English (Infante-Paredes et al., 2024).
When people learn English online, they often have emotional problems that make it hard
for them to do so, such as low self-esteem and anxiety about speaking. Gamification helps
students feel more confident by giving them safe, fun, and challenging activities. This makes them
less afraid of making mistakes. Campillo-Ferrer et al. (2025) assert that students in gamified
environments exhibit enhanced confidence in speaking English, whereas Meng et al. (2023), in a
study conducted in rural, resource-constrained contexts, illustrate that technological gamification
alleviates language anxiety and augments student engagement in English language acquisition.
For online education to work, students need to see the virtual classroom as a safe and
encouraging place to learn. Gamification helps create this kind of space by turning tests into
positive feedback and mistakes into chances to learn. This principle is in line with Gee's (2003)
ideas, which say that fun environments encourage people to try new things without worrying
about failing. In Imbabura, where students often feel shy about speaking English, making safe
digital spaces is important for getting them to take part.
These pedagogical principles illustrate that gamification not only embodies a global
educational trend but also caters to local requirements: enhancing motivation, cultivating
autonomy, encouraging meaningful interaction, and addressing the emotional factors that impact
English language acquisition. The guide uses strong theoretical ideas and recent research shows
that using gamified strategies in virtual EFL instruction in Imbabura is still useful.
Gamification Elements
Gamification in teaching English as a Foreign Language (EFL) transcends the mere
incorporation of game mechanics; it involves the creation of engaging, structured, and purposeful
learning experiences that amalgamate playful elements with educational objectives. When used
correctly, these parts make a space that encourages intrinsic and extrinsic motivation, task
persistence, and student interaction (Werbach & Hunter, 2012; Anuradhani et al., 2023).
motivation by incorporating symbolic rewards, immediate feedback, and challenges that reinforce
their sense of progress and autonomy. Recent studies in virtual English-as-a-foreign-language
environments indicate that students exhibit greater intrinsic motivation when they participate in
gamified activities that promote self-regulation and autonomy in their learning (Su & Cheng,
2023).
Meaningful interaction with others enhances language learning. Vygotsky’s sociocultural
theory (1978) posits that knowledge develops through interactions with others within the zone of
proximal development. Bandura’s social learning theory (1977) also highlights the importance of
learning through observation and imitation of others. Gamification encourages people to work
together in virtual worlds by using elements such as leagues, teams, and collaborative challenges.
This makes people more likely to participate and strengthens the sense of community. Research
conducted in Ecuador indicates that collaboration and equitable competition in gamified settings
enhance students' propensity to engage in English (Infante-Paredes et al., 2024).
When people learn English online, they often have emotional problems that make it hard
for them to do so, such as low self-esteem and anxiety about speaking. Gamification helps
students feel more confident by giving them safe, fun, and challenging activities. This makes them
less afraid of making mistakes. Campillo-Ferrer et al. (2025) assert that students in gamified
environments exhibit enhanced confidence in speaking English, whereas Meng et al. (2023), in a
study conducted in rural, resource-constrained contexts, illustrate that technological gamification
alleviates language anxiety and augments student engagement in English language acquisition.
For online education to work, students need to see the virtual classroom as a safe and
encouraging place to learn. Gamification helps create this kind of space by turning tests into
positive feedback and mistakes into chances to learn. This principle is in line with Gee's (2003)
ideas, which say that fun environments encourage people to try new things without worrying
about failing. In Imbabura, where students often feel shy about speaking English, making safe
digital spaces is important for getting them to take part.
These pedagogical principles illustrate that gamification not only embodies a global
educational trend but also caters to local requirements: enhancing motivation, cultivating
autonomy, encouraging meaningful interaction, and addressing the emotional factors that impact
English language acquisition. The guide uses strong theoretical ideas and recent research shows
that using gamified strategies in virtual EFL instruction in Imbabura is still useful.
Gamification Elements
Gamification in teaching English as a Foreign Language (EFL) transcends the mere
incorporation of game mechanics; it involves the creation of engaging, structured, and purposeful
learning experiences that amalgamate playful elements with educational objectives. When used
correctly, these parts make a space that encourages intrinsic and extrinsic motivation, task
persistence, and student interaction (Werbach & Hunter, 2012; Anuradhani et al., 2023).
Vol. 12/ Núm. 3 2025 pág. 3905
Here are the main parts of gamification and how they are used in virtual learning
environments:
One of the best ways to stay motivated is to see your progress. The progress bar shows
students exactly how far they've come in their work and how much more they need to do to reach
their goal. Hamari et al. (2019) say that this feature makes people feel more accomplished and
encourages them to keep going, especially in virtual environments where quick feedback is
important.
Students can identify themselves in the gamified world by using characters and avatars.
Students project parts of themselves by customizing an avatar, which makes the activity more
immersive and engaging. Making avatars can help people feel less anxious and more likely to
participate in language learning situations (Domínguez et al., 2013).
Visual design is very important for gamification. Bright colors and clear, modern
typeface draw attention, make things look better, and make people feel more connected to the
task. Khuzzan et al. (2021) assert that visual and graphic components utilized in gamified settings
positively influence motivation and engagement by rendering activities more appealing and
accessible to students.
Gamification needs positive reinforcement. Digital badges, motivational phrases, and
symbolic rewards can help keep people interested in long-term activities by recognizing their
achievements. Infante-Paredes et al. (2024) showed that Ecuadorian students really liked getting
immediate feedback and earning badges. This made them more motivated and willing to
participate in English classes.
The variety of activities, like interactive quizzes, group challenges, themed missions, and
trivia, keeps things interesting and stops them from getting boring. Lee and Hammer (2011) say
that doing a lot of different things helps students learn in different ways and gives them more
chances to succeed, which makes them more confident.
Gamification encourages consistency by using participation streak systems that give
rewards for attending or finishing tasks on a regular basis. Duolingo and other platforms have
shown that this method works for keeping up with EFL study habits (Loewen et al., 2019).
Leaderboards add a healthy dose of competition to the mix for students. It can encourage
extrinsic motivation, but it's best to balance the competitive side with the collaborative side to
keep lower-performing students from losing interest (Hanus & Fox, 2015). In Imbabura, where
working together as a community is important, team-based leagues are a better idea than
individual competitions.
One new thing about gamification is that it recognizes that even feeling unmotivated can
be a reason to improve. When students get clear and easy-to-understand feedback on their
weaknesses, they can turn that information into a personal challenge to overcome. Meng et al.
Here are the main parts of gamification and how they are used in virtual learning
environments:
One of the best ways to stay motivated is to see your progress. The progress bar shows
students exactly how far they've come in their work and how much more they need to do to reach
their goal. Hamari et al. (2019) say that this feature makes people feel more accomplished and
encourages them to keep going, especially in virtual environments where quick feedback is
important.
Students can identify themselves in the gamified world by using characters and avatars.
Students project parts of themselves by customizing an avatar, which makes the activity more
immersive and engaging. Making avatars can help people feel less anxious and more likely to
participate in language learning situations (Domínguez et al., 2013).
Visual design is very important for gamification. Bright colors and clear, modern
typeface draw attention, make things look better, and make people feel more connected to the
task. Khuzzan et al. (2021) assert that visual and graphic components utilized in gamified settings
positively influence motivation and engagement by rendering activities more appealing and
accessible to students.
Gamification needs positive reinforcement. Digital badges, motivational phrases, and
symbolic rewards can help keep people interested in long-term activities by recognizing their
achievements. Infante-Paredes et al. (2024) showed that Ecuadorian students really liked getting
immediate feedback and earning badges. This made them more motivated and willing to
participate in English classes.
The variety of activities, like interactive quizzes, group challenges, themed missions, and
trivia, keeps things interesting and stops them from getting boring. Lee and Hammer (2011) say
that doing a lot of different things helps students learn in different ways and gives them more
chances to succeed, which makes them more confident.
Gamification encourages consistency by using participation streak systems that give
rewards for attending or finishing tasks on a regular basis. Duolingo and other platforms have
shown that this method works for keeping up with EFL study habits (Loewen et al., 2019).
Leaderboards add a healthy dose of competition to the mix for students. It can encourage
extrinsic motivation, but it's best to balance the competitive side with the collaborative side to
keep lower-performing students from losing interest (Hanus & Fox, 2015). In Imbabura, where
working together as a community is important, team-based leagues are a better idea than
individual competitions.
One new thing about gamification is that it recognizes that even feeling unmotivated can
be a reason to improve. When students get clear and easy-to-understand feedback on their
weaknesses, they can turn that information into a personal challenge to overcome. Meng et al.
Vol. 12/ Núm. 3 2025 pág. 3906
(2023) assert that in rural English learning environments, students perceive failures in gamified
activities as chances for enhancement, thereby alleviating anxiety and fostering perseverance.
In conclusion, the gamification elements outlined—progress bars, avatars, appealing
visual design, rewards, diverse activities, streaks, rankings, and the reframing of demotivation—
represent essential components for invigorating online English language learning. Teachers can
use it strategically to make virtual spaces where motivation, interaction, and collaboration are all
part of the curriculum. This makes it easier for EFL students to learn how to communicate.
Recommended gamification tools and platforms
Choosing the right digital tools is very important for successfully using gamification to
teach English as a foreign language (EFL). In Imbabura, where technology resources differ
between urban and rural institutions, it is prudent to select accessible and adaptable platforms that
foster both motivation and interaction within the virtual classroom. Some of the most important
ones are those that focus on feedback and formative assessment. For example, Kahoot! lets you
make interactive quizzes in real time and encourages playful participation. It is highly valued for
its positive effects on motivation and concentration (Licorish et al., 2018). Wayground works
asynchronously and gives detailed performance statistics, which makes it easier to keep track of
both individuals and groups. Socrative, on the other hand, is a quick diagnostic tool that helps
teachers find specific grammar or vocabulary weaknesses.
When it comes to working together and interacting, platforms like Padlet stand out. They
let students make digital walls where they can share written or audiovisual work, which helps
them communicate in English as a group. Genially is another example; it has tools for making
presentations, infographics, and interactive games, and it has been used in Ecuador for EFL
gamification to get people involved (Cabrera-Solano, 2022). Finally, FigJam is a digital
whiteboard that works well for brainstorming and writing activities in English.
To promote autonomy and individual practice, the use of Duolingo is advised—an
application that incorporates points, streaks, and rewards to ensure consistency in self-directed
learning, and whose efficacy in cultivating study habits among language learners has been
validated (Loewen et al., 2019). Wordwall makes it easy to make personalized games like
crosswords, spinning wheels, and others that give you automatic feedback. Quizlet, on the other
hand, is a great way to learn new words through digital flashcards and fun activities.
For motivation and recognizing achievements, tools like ClassDojo are helpful for giving
students symbolic points for working together and participating, which encourages good
behavior. Classcraft turns the classroom into a game with avatars, missions, and rewards. This
encourages cooperation and the building of learning communities. Edmodo, on the other hand,
uses a badge system to recognize academic and attitudinal achievements, which helps students
feel like they are making progress.
(2023) assert that in rural English learning environments, students perceive failures in gamified
activities as chances for enhancement, thereby alleviating anxiety and fostering perseverance.
In conclusion, the gamification elements outlined—progress bars, avatars, appealing
visual design, rewards, diverse activities, streaks, rankings, and the reframing of demotivation—
represent essential components for invigorating online English language learning. Teachers can
use it strategically to make virtual spaces where motivation, interaction, and collaboration are all
part of the curriculum. This makes it easier for EFL students to learn how to communicate.
Recommended gamification tools and platforms
Choosing the right digital tools is very important for successfully using gamification to
teach English as a foreign language (EFL). In Imbabura, where technology resources differ
between urban and rural institutions, it is prudent to select accessible and adaptable platforms that
foster both motivation and interaction within the virtual classroom. Some of the most important
ones are those that focus on feedback and formative assessment. For example, Kahoot! lets you
make interactive quizzes in real time and encourages playful participation. It is highly valued for
its positive effects on motivation and concentration (Licorish et al., 2018). Wayground works
asynchronously and gives detailed performance statistics, which makes it easier to keep track of
both individuals and groups. Socrative, on the other hand, is a quick diagnostic tool that helps
teachers find specific grammar or vocabulary weaknesses.
When it comes to working together and interacting, platforms like Padlet stand out. They
let students make digital walls where they can share written or audiovisual work, which helps
them communicate in English as a group. Genially is another example; it has tools for making
presentations, infographics, and interactive games, and it has been used in Ecuador for EFL
gamification to get people involved (Cabrera-Solano, 2022). Finally, FigJam is a digital
whiteboard that works well for brainstorming and writing activities in English.
To promote autonomy and individual practice, the use of Duolingo is advised—an
application that incorporates points, streaks, and rewards to ensure consistency in self-directed
learning, and whose efficacy in cultivating study habits among language learners has been
validated (Loewen et al., 2019). Wordwall makes it easy to make personalized games like
crosswords, spinning wheels, and others that give you automatic feedback. Quizlet, on the other
hand, is a great way to learn new words through digital flashcards and fun activities.
For motivation and recognizing achievements, tools like ClassDojo are helpful for giving
students symbolic points for working together and participating, which encourages good
behavior. Classcraft turns the classroom into a game with avatars, missions, and rewards. This
encourages cooperation and the building of learning communities. Edmodo, on the other hand,
uses a badge system to recognize academic and attitudinal achievements, which helps students
feel like they are making progress.
Vol. 12/ Núm. 3 2025 pág. 3907
Lastly, it's important to talk about integrated platforms that help with the execution of
projects and missions. Google Classroom isn't a gamification tool on its own, but it does provide
a central place where you can connect Kahoot!, Wayground, and other apps to make it easier to
plan gamified activities. Minecraft Education Edition has also become a cutting-edge tool for
problem-based learning projects, allowing players to create missions in immersive settings that
encourage English problem-solving (Nebel et al., 2016). Edpuzzle, on the other hand, turns
videos into interactive lessons with questions built in. This is especially useful for the flipped
classroom in EFL settings.
In short, each of these platforms has a different educational purpose. Kahoot!,
Wayground, and Socrative are great for quick feedback and assessment; Padlet, Genially, and
FigJam make it easier for people to work together; Duolingo, Wordwall, and Quizlet help people
learn on their own; ClassDojo, Classcraft, and Edmodo help people stay motivated and recognize
their achievements; and Google Classroom, Minecraft, and Edpuzzle help people work on more
difficult projects and missions. This way, teachers in Imbabura can choose the tool that works
best for their lesson goals and their students' technological needs. This makes virtual
environments for teaching English more dynamic, motivating, and effective.
Methodological starting points
The selection of active methodologies such as Problem-Based Learning (PBL), Flipped
Classroom, Communicative Language Teaching (CLT), Online Collaborative Learning, Task-
Based Language Teaching (TBLT), ERCA, and Project-Based Learning (PjBL) is informed not
only by their established pedagogical efficacy but also by their incorporation into Ecuadorian
teacher education curricula.
A review of curricula from national universities, including the Universidad Nacional de
Educación (UNAE)—which provides an officially licensed degree in Basic Education in both
face-to-face and virtual formats—indicates that its courses are organized around competence-
based training, engagement with educational technologies, and participatory methodologies
(Revista UISRAEL, 2023; Multi-Lingual Scientific Journals, 2023; RUS, Universidad de
Cienfuegos, 2022). These curricular components indicate an institutional emphasis on cultivating
communicative, autonomous, and collaborative competencies from the initial phases of teacher
education.
A recent study examining K-12 teacher education programs at 25 Ecuadorian universities
underscores the significance of pre-professional practice as a conduit between theoretical
frameworks and pedagogical implementation (ResearchGate, 2023). These practices are
frequently conducted within dynamic methodological frameworks, enabling prospective
educators to engage with authentic classroom environments where strategies such as PBL, CLT,
TBLT, or project-based methodologies can be implemented and critically evaluated.
Lastly, it's important to talk about integrated platforms that help with the execution of
projects and missions. Google Classroom isn't a gamification tool on its own, but it does provide
a central place where you can connect Kahoot!, Wayground, and other apps to make it easier to
plan gamified activities. Minecraft Education Edition has also become a cutting-edge tool for
problem-based learning projects, allowing players to create missions in immersive settings that
encourage English problem-solving (Nebel et al., 2016). Edpuzzle, on the other hand, turns
videos into interactive lessons with questions built in. This is especially useful for the flipped
classroom in EFL settings.
In short, each of these platforms has a different educational purpose. Kahoot!,
Wayground, and Socrative are great for quick feedback and assessment; Padlet, Genially, and
FigJam make it easier for people to work together; Duolingo, Wordwall, and Quizlet help people
learn on their own; ClassDojo, Classcraft, and Edmodo help people stay motivated and recognize
their achievements; and Google Classroom, Minecraft, and Edpuzzle help people work on more
difficult projects and missions. This way, teachers in Imbabura can choose the tool that works
best for their lesson goals and their students' technological needs. This makes virtual
environments for teaching English more dynamic, motivating, and effective.
Methodological starting points
The selection of active methodologies such as Problem-Based Learning (PBL), Flipped
Classroom, Communicative Language Teaching (CLT), Online Collaborative Learning, Task-
Based Language Teaching (TBLT), ERCA, and Project-Based Learning (PjBL) is informed not
only by their established pedagogical efficacy but also by their incorporation into Ecuadorian
teacher education curricula.
A review of curricula from national universities, including the Universidad Nacional de
Educación (UNAE)—which provides an officially licensed degree in Basic Education in both
face-to-face and virtual formats—indicates that its courses are organized around competence-
based training, engagement with educational technologies, and participatory methodologies
(Revista UISRAEL, 2023; Multi-Lingual Scientific Journals, 2023; RUS, Universidad de
Cienfuegos, 2022). These curricular components indicate an institutional emphasis on cultivating
communicative, autonomous, and collaborative competencies from the initial phases of teacher
education.
A recent study examining K-12 teacher education programs at 25 Ecuadorian universities
underscores the significance of pre-professional practice as a conduit between theoretical
frameworks and pedagogical implementation (ResearchGate, 2023). These practices are
frequently conducted within dynamic methodological frameworks, enabling prospective
educators to engage with authentic classroom environments where strategies such as PBL, CLT,
TBLT, or project-based methodologies can be implemented and critically evaluated.
Vol. 12/ Núm. 3 2025 pág. 3908
Literature reviews of active methodologies in Ecuador indicate a growing adoption of
problem-based learning, project-based learning, and flipped classrooms, acknowledging that the
shift from traditional methods has spanned several years and requires the simultaneous application
of various methodologies (MLS Journals, 2024; ResearchGate, 2023; Revista UISRAEL, 2023).
The methodologies selected for the guide are not arbitrary but are based on two pillars:
their pedagogical effectiveness and their institutional legitimacy within Ecuador’s teacher training
system. They are included in the curricula of universities such as UNAE and UCE, validated by
research on pre-professional internships at 25 national institutions, and reinforced thru continuing
education programs like Mecapacito, which emphasizes active and innovative teaching
approaches. By situating the guide within this framework, its design ensures both academic rigor
and practical feasibility, providing educators in Imbabura with tools that are consistent with their
professional training and aligned with national educational priorities.
Problem-Based Learning (PBL)
Table 1
Gamification tools in Problem-Based Learning (PBL)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Genially
https://genially.com/
Creation of
interactive missions
and visual challenges
Design a
case-problem in
English with
interactive clues for
groups to solve.
Padlet
https://padlet.com/
Collaborative
work and sharing
solutions
Students
post their problem-
solving proposals
on a digital wall.
Wordwall
https://wordwall.net/
Motivation
and cooperation in
problem-solving
Teams
complete interactive
challenges
(matching, quizzes,
word hunts) that
unlock stages of the
problem
collaboratively
Literature reviews of active methodologies in Ecuador indicate a growing adoption of
problem-based learning, project-based learning, and flipped classrooms, acknowledging that the
shift from traditional methods has spanned several years and requires the simultaneous application
of various methodologies (MLS Journals, 2024; ResearchGate, 2023; Revista UISRAEL, 2023).
The methodologies selected for the guide are not arbitrary but are based on two pillars:
their pedagogical effectiveness and their institutional legitimacy within Ecuador’s teacher training
system. They are included in the curricula of universities such as UNAE and UCE, validated by
research on pre-professional internships at 25 national institutions, and reinforced thru continuing
education programs like Mecapacito, which emphasizes active and innovative teaching
approaches. By situating the guide within this framework, its design ensures both academic rigor
and practical feasibility, providing educators in Imbabura with tools that are consistent with their
professional training and aligned with national educational priorities.
Problem-Based Learning (PBL)
Table 1
Gamification tools in Problem-Based Learning (PBL)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Genially
https://genially.com/
Creation of
interactive missions
and visual challenges
Design a
case-problem in
English with
interactive clues for
groups to solve.
Padlet
https://padlet.com/
Collaborative
work and sharing
solutions
Students
post their problem-
solving proposals
on a digital wall.
Wordwall
https://wordwall.net/
Motivation
and cooperation in
problem-solving
Teams
complete interactive
challenges
(matching, quizzes,
word hunts) that
unlock stages of the
problem
collaboratively
Vol. 12/ Núm. 3 2025 pág. 3909
Kahoot!
Wayground https://kahoot.com/
https://wayground.com/join
Feedback on
problem
comprehension
Quick
quizzes to check
key vocabulary
before tackling the
problem.
Flipped Classroom
Table 2
Gamification tools in the Flipped Classroom
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Edpuzzle
https://edpuzzle.com/
Transform
videos into
interactive lessons
Insert
comprehension
questions into a
video in English
before the live class.
Quizlet
https://quizlet.com/
Autonomous
practice of
vocabulary and
structures
Assign
digital flashcards for
students to prepare
the topic at home.
Duolingo
https://www.duolingo.com/
Reinforce
autonomy through
study streaks
Assign
weekly practice
tasks to prepare for
class.
Kahoot!
https://kahoot.com/
Quick
diagnostic
evaluation at the
start of class
Short quiz
to measure prior
understanding of the
flipped material.
Kahoot!
Wayground https://kahoot.com/
https://wayground.com/join
Feedback on
problem
comprehension
Quick
quizzes to check
key vocabulary
before tackling the
problem.
Flipped Classroom
Table 2
Gamification tools in the Flipped Classroom
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Edpuzzle
https://edpuzzle.com/
Transform
videos into
interactive lessons
Insert
comprehension
questions into a
video in English
before the live class.
Quizlet
https://quizlet.com/
Autonomous
practice of
vocabulary and
structures
Assign
digital flashcards for
students to prepare
the topic at home.
Duolingo
https://www.duolingo.com/
Reinforce
autonomy through
study streaks
Assign
weekly practice
tasks to prepare for
class.
Kahoot!
https://kahoot.com/
Quick
diagnostic
evaluation at the
start of class
Short quiz
to measure prior
understanding of the
flipped material.
Vol. 12/ Núm. 3 2025 pág. 3910
Communicative Language Teaching (CLT)
Table 3
Gamification tools in Communicative Language Teaching (CLT)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
ClassDojo
https://www.classdojo.com/
Reinforce
oral participation
with points and
badges
Award
points to students
who actively speak
in English during
discussions.
FigJam
https://www.figma.com/es-
la/figjam/
Stimulate
collaborative
writing interaction
Co-create
dialogues or stories
in English in a
shared virtual space.
Genially
https://genially.com/
Interactive
role-play with
digital scenarios
Create
simulations where
students assume
communicative
roles.
Padlet
https://padlet.com/
Promote
exchange of ideas
and debates
Students
publish and respond
to arguments in
English on a shared
wall.
Online Collaborative Learning
Table 4
Gamification tools in Online Collaborative Learning
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Padlet
https://padlet.c
om/
Support
collective
knowledge
building
Groups
upload essays,
posters, or other
Communicative Language Teaching (CLT)
Table 3
Gamification tools in Communicative Language Teaching (CLT)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
ClassDojo
https://www.classdojo.com/
Reinforce
oral participation
with points and
badges
Award
points to students
who actively speak
in English during
discussions.
FigJam
https://www.figma.com/es-
la/figjam/
Stimulate
collaborative
writing interaction
Co-create
dialogues or stories
in English in a
shared virtual space.
Genially
https://genially.com/
Interactive
role-play with
digital scenarios
Create
simulations where
students assume
communicative
roles.
Padlet
https://padlet.com/
Promote
exchange of ideas
and debates
Students
publish and respond
to arguments in
English on a shared
wall.
Online Collaborative Learning
Table 4
Gamification tools in Online Collaborative Learning
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Padlet
https://padlet.c
om/
Support
collective
knowledge
building
Groups
upload essays,
posters, or other
Vol. 12/ Núm. 3 2025 pág. 3911
productions in
English.
FigJam
https://www.fi
gma.com/es-la/figjam/
Stimulate
co-writing and
collaborative
problem-solving
Teams write
dialogues or stories
in English in real
time.
Genially
https://genially
.com/
Promote
co-creation of
interactive
gamified content
Students
design quizzes or
games in English for
peers.
Wordwall
https://wordwa
ll.net/
Strengthe
ning teamwork
and community
sense
Teams gain
collective points by
completing
collaborative
activities.
Task-Based Language Teaching (TBLT)
Table 5
Gamification tools in Task-Based Language Teaching (TBLT)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Kahoot!
Wayground https://kahoot.com/
https://wayground.com/join
Evaluate
vocabulary and
grammar
comprehension
before tasks
Mini
quizzes to prepare
learners before
communicative
tasks.
Wordwall
https://wordwall.net/
Provide
individual
practice
before/after
tasks
Interactive
games with
vocabulary or
expressions relevant
to the task.
Edpuzzle https://edpuzzle.com/
Provide
meaningful
input with
A video in
English with
embedded questions
productions in
English.
FigJam
https://www.fi
gma.com/es-la/figjam/
Stimulate
co-writing and
collaborative
problem-solving
Teams write
dialogues or stories
in English in real
time.
Genially
https://genially
.com/
Promote
co-creation of
interactive
gamified content
Students
design quizzes or
games in English for
peers.
Wordwall
https://wordwa
ll.net/
Strengthe
ning teamwork
and community
sense
Teams gain
collective points by
completing
collaborative
activities.
Task-Based Language Teaching (TBLT)
Table 5
Gamification tools in Task-Based Language Teaching (TBLT)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Kahoot!
Wayground https://kahoot.com/
https://wayground.com/join
Evaluate
vocabulary and
grammar
comprehension
before tasks
Mini
quizzes to prepare
learners before
communicative
tasks.
Wordwall
https://wordwall.net/
Provide
individual
practice
before/after
tasks
Interactive
games with
vocabulary or
expressions relevant
to the task.
Edpuzzle https://edpuzzle.com/
Provide
meaningful
input with
A video in
English with
embedded questions
Vol. 12/ Núm. 3 2025 pág. 3912
interactive
videos
that prepares the
task.
ClassDojo
https://www.classdojo.com/
Reward
progress during
tasks
Points and
badges for
completing each
stage of the
communicative task.
ERCA (Experience, Reflection, Construction, Application)
Table 6
Gamification tools in ERCA (Experience, Reflection, Construction, Application)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Edpuzzle
https://edpuzzle.com/
Present
initial
experiences
through
interactive
videos
A video in
English with
comprehension
checks to trigger
reflection.
Padlet
https://padlet.com/ Facilitate
shared reflection
Students
write their
reflections in
English on a
collaborative wall.
FigJam
https://www.figma.com/es-
la/figjam/
Support
collaborative and
visual
knowledge
construction
Create
concept maps in
English as a team.
Genially
https://genially.com/
Apply
knowledge
through
interactive
challenges
Interactive
missions requiring
students to apply
new concepts.
interactive
videos
that prepares the
task.
ClassDojo
https://www.classdojo.com/
Reward
progress during
tasks
Points and
badges for
completing each
stage of the
communicative task.
ERCA (Experience, Reflection, Construction, Application)
Table 6
Gamification tools in ERCA (Experience, Reflection, Construction, Application)
Gamification
Tool Tool Link
Specific
pedagogical
purpose
Suggestions
/ Examples
Edpuzzle
https://edpuzzle.com/
Present
initial
experiences
through
interactive
videos
A video in
English with
comprehension
checks to trigger
reflection.
Padlet
https://padlet.com/ Facilitate
shared reflection
Students
write their
reflections in
English on a
collaborative wall.
FigJam
https://www.figma.com/es-
la/figjam/
Support
collaborative and
visual
knowledge
construction
Create
concept maps in
English as a team.
Genially
https://genially.com/
Apply
knowledge
through
interactive
challenges
Interactive
missions requiring
students to apply
new concepts.
Vol. 12/ Núm. 3 2025 pág. 3913
Project-Based Learning (PjBL)
Table 7
Gamification tools in Project-Based Learning (PjBL)
Gamification
Tool Tool Link Specific
pedagogical purpose
Suggestions
/ Examples
Minecraft
Education Edition https://education.minecraft.net/
Create
immersive projects
with problem-solving
in English
Design a
“world” where
students must solve
communicative
challenges.
Google
Classroom
https://classroom.google.com/
Integrate
project phases and
centralize resources
Upload
instructions, rubrics,
and evidence in one
gamified space.
Padlet
https://padlet.com/
Dissemination
and feedback on final
products
Students
publish final
projects (videos,
essays,
presentations) for
peer feedback.
Genially
https://genially.com/
Present
projects in interactive
formats
Create final
projects in English
using infographics,
escape rooms, or
games.
Wordwall
https://wordwall.net/
Sustain
motivation throughout
long-term projects
Award
points and rewards
for completing
project milestones
as a team.
Recommendations for Teachers Based on Systematization Criteria
To successfully use gamification in online EFL teaching, you need both access to
technology and a plan for how to use gamified elements to help students reach their learning
goals. The following recommendations are made for teachers in Imbabura and other similar places
based on the organization of the theoretical and empirical findings in this study.
Project-Based Learning (PjBL)
Table 7
Gamification tools in Project-Based Learning (PjBL)
Gamification
Tool Tool Link Specific
pedagogical purpose
Suggestions
/ Examples
Minecraft
Education Edition https://education.minecraft.net/
Create
immersive projects
with problem-solving
in English
Design a
“world” where
students must solve
communicative
challenges.
Classroom
https://classroom.google.com/
Integrate
project phases and
centralize resources
Upload
instructions, rubrics,
and evidence in one
gamified space.
Padlet
https://padlet.com/
Dissemination
and feedback on final
products
Students
publish final
projects (videos,
essays,
presentations) for
peer feedback.
Genially
https://genially.com/
Present
projects in interactive
formats
Create final
projects in English
using infographics,
escape rooms, or
games.
Wordwall
https://wordwall.net/
Sustain
motivation throughout
long-term projects
Award
points and rewards
for completing
project milestones
as a team.
Recommendations for Teachers Based on Systematization Criteria
To successfully use gamification in online EFL teaching, you need both access to
technology and a plan for how to use gamified elements to help students reach their learning
goals. The following recommendations are made for teachers in Imbabura and other similar places
based on the organization of the theoretical and empirical findings in this study.
Vol. 12/ Núm. 3 2025 pág. 3914
How to Apply Gamification
Teachers should use gamification by making sure that game parts fit with certain
communication goals. Simply adding points, badges, or rankings is not enough; these must be
connected to language learning goals like learning new words, speaking with others, or writing
together (Anuradhani et al., 2023). Leaderboards can be used to reward people who actively
participate in English discussions, and progress bars can be used to keep track of how many drafts
of writing are finished. Werbach and Hunter (2012) say that teachers should think of gamification
as a planned process of design, where mechanics (rules and rewards) support dynamics
(interaction and competition), which leads to engagement.
When to Apply Gamification
When used at the right times in the teaching-learning process, gamification works best.
You can use it:
• To get students thinking about what they already know and to teach them new words, use
quizzes or games (Kahoot!, Wayground) at the start of a unit.
• To keep people motivated and organize how they work together on group projects (Padlet,
Classcraft).
• To reinforce learning at the conclusion of a unit through challenges or escape-room style
missions (Genially).
• Studies indicate that sporadic gamification, implemented at significant intervals,
mitigates cognitive overload and sustains prolonged engagement (Hamari et al., 2019;
Hanus & Fox, 2015).
Why to Apply Gamification
The justification for employing gamification is based on cognitive and emotional
advantages. Empirical research in EFL contexts demonstrates that gamification elevates student
motivation, fosters interaction, and mitigates language anxiety, particularly in online and rural
environments (Meng et al., 2023; Infante-Paredes et al., 2024). Gamification also helps students
learn on their own by giving them ways to get feedback and recognition that let them keep track
of their own progress (Su & Cheng, 2023). Gamification also boosts self-esteem and makes digital
spaces safer for trying new things by turning mistakes into chances to learn and rewarding people
for sticking with it (Khuzzan et al., 2021).
Practical Recommendations
• Begin small: Before adding more complicated systems, start with one or two gamified
features, like badges or quizzes.
• Balance competition and collaboration: Be careful with leaderboards so that low-
performing students don't lose motivation. In collectivist settings like Imbabura, make
team-based missions a priority.
How to Apply Gamification
Teachers should use gamification by making sure that game parts fit with certain
communication goals. Simply adding points, badges, or rankings is not enough; these must be
connected to language learning goals like learning new words, speaking with others, or writing
together (Anuradhani et al., 2023). Leaderboards can be used to reward people who actively
participate in English discussions, and progress bars can be used to keep track of how many drafts
of writing are finished. Werbach and Hunter (2012) say that teachers should think of gamification
as a planned process of design, where mechanics (rules and rewards) support dynamics
(interaction and competition), which leads to engagement.
When to Apply Gamification
When used at the right times in the teaching-learning process, gamification works best.
You can use it:
• To get students thinking about what they already know and to teach them new words, use
quizzes or games (Kahoot!, Wayground) at the start of a unit.
• To keep people motivated and organize how they work together on group projects (Padlet,
Classcraft).
• To reinforce learning at the conclusion of a unit through challenges or escape-room style
missions (Genially).
• Studies indicate that sporadic gamification, implemented at significant intervals,
mitigates cognitive overload and sustains prolonged engagement (Hamari et al., 2019;
Hanus & Fox, 2015).
Why to Apply Gamification
The justification for employing gamification is based on cognitive and emotional
advantages. Empirical research in EFL contexts demonstrates that gamification elevates student
motivation, fosters interaction, and mitigates language anxiety, particularly in online and rural
environments (Meng et al., 2023; Infante-Paredes et al., 2024). Gamification also helps students
learn on their own by giving them ways to get feedback and recognition that let them keep track
of their own progress (Su & Cheng, 2023). Gamification also boosts self-esteem and makes digital
spaces safer for trying new things by turning mistakes into chances to learn and rewarding people
for sticking with it (Khuzzan et al., 2021).
Practical Recommendations
• Begin small: Before adding more complicated systems, start with one or two gamified
features, like badges or quizzes.
• Balance competition and collaboration: Be careful with leaderboards so that low-
performing students don't lose motivation. In collectivist settings like Imbabura, make
team-based missions a priority.
Vol. 12/ Núm. 3 2025 pág. 3915
• Integrate with methodologies: Use gamification along with communicative and task-
based methods, making sure that the mechanics of the game are connected to real-life use
of English (Lee & Hammer, 2011).
• Make sure that everyone can use the tools you choose, even if they have limited internet
access or are on a mobile device.
• Check the effect: Get feedback from students on a regular basis about whether gamified
activities help them stay interested and improve their language skills.
DISCUSSION
The gamification guide developed as the primary outcome of this study illustrates the
integration of theoretical principles, empirical evidence, and contextual requirements into a
functional pedagogical instrument. The structure of the document, which includes an
introduction, pedagogical foundations, gamification elements, recommended platforms,
methodological starting points, and teacher recommendations, makes it easy to understand and
use in the real world of online EFL teaching in Imbabura.
From an educational point of view, the guide directly addresses the problems that were
found in the theoretical framework. Low motivation and limited interaction, issues commonly
linked to online learning in Ecuador (Hernández & Paredes, 2022; Lozano et al., 2023), are
mitigated by the incorporation of game mechanics such as progress bars, badges, streaks, and
collaborative missions. These components align with the observations of Infante-Paredes et al.
(2024), who identified that Ecuadorian EFL students regarded collaboration, the liberty to err,
and a perception of advancement as principal motivators within gamified environments.
The guide is also in line with the psychological and social theories that support
gamification. By using rewards and feedback systems, it backs up the ideas of Self-Determination
Theory as Aly (2020) used them, showing how autonomy, competence, and relatedness can be
met in a game-like setting. The focus on collaboration and interaction aligns with Vygotsky’s
(1978) sociocultural theory and Bandura’s (1977) social learning theory, as students acquire
knowledge not only through solitary tasks but also by observing and engaging with their peers.
This connection is particularly significant in rural or resource-poor contexts, where Meng et al.
(2023) evidenced that gamification alleviates language anxiety and enhances engagement, even
amidst technological constraints.
The guide is new in that it connects gamification to active learning methods like problem-
based learning, task-based teaching, and project-based learning. This integration offers a
definitive solution to the deficiency of contextualized methodological tools identified in
Ecuadorian studies (Valencia-Guerrero & Andrade, 2023; Cabrera-Solano, 2022). For teachers
who are used to traditional methods like grammar-translation, the guide gives them useful tips on
how to switch to more interactive, communicative, and student-centered methods.
• Integrate with methodologies: Use gamification along with communicative and task-
based methods, making sure that the mechanics of the game are connected to real-life use
of English (Lee & Hammer, 2011).
• Make sure that everyone can use the tools you choose, even if they have limited internet
access or are on a mobile device.
• Check the effect: Get feedback from students on a regular basis about whether gamified
activities help them stay interested and improve their language skills.
DISCUSSION
The gamification guide developed as the primary outcome of this study illustrates the
integration of theoretical principles, empirical evidence, and contextual requirements into a
functional pedagogical instrument. The structure of the document, which includes an
introduction, pedagogical foundations, gamification elements, recommended platforms,
methodological starting points, and teacher recommendations, makes it easy to understand and
use in the real world of online EFL teaching in Imbabura.
From an educational point of view, the guide directly addresses the problems that were
found in the theoretical framework. Low motivation and limited interaction, issues commonly
linked to online learning in Ecuador (Hernández & Paredes, 2022; Lozano et al., 2023), are
mitigated by the incorporation of game mechanics such as progress bars, badges, streaks, and
collaborative missions. These components align with the observations of Infante-Paredes et al.
(2024), who identified that Ecuadorian EFL students regarded collaboration, the liberty to err,
and a perception of advancement as principal motivators within gamified environments.
The guide is also in line with the psychological and social theories that support
gamification. By using rewards and feedback systems, it backs up the ideas of Self-Determination
Theory as Aly (2020) used them, showing how autonomy, competence, and relatedness can be
met in a game-like setting. The focus on collaboration and interaction aligns with Vygotsky’s
(1978) sociocultural theory and Bandura’s (1977) social learning theory, as students acquire
knowledge not only through solitary tasks but also by observing and engaging with their peers.
This connection is particularly significant in rural or resource-poor contexts, where Meng et al.
(2023) evidenced that gamification alleviates language anxiety and enhances engagement, even
amidst technological constraints.
The guide is new in that it connects gamification to active learning methods like problem-
based learning, task-based teaching, and project-based learning. This integration offers a
definitive solution to the deficiency of contextualized methodological tools identified in
Ecuadorian studies (Valencia-Guerrero & Andrade, 2023; Cabrera-Solano, 2022). For teachers
who are used to traditional methods like grammar-translation, the guide gives them useful tips on
how to switch to more interactive, communicative, and student-centered methods.
Vol. 12/ Núm. 3 2025 pág. 3916
The guide also fits with Ecuador's laws and policies, especially the Constitution's
(Asamblea Nacional, 2008) and the Organic Law of Intercultural Education's (Ministerio de
Educación, 2011) ideas of fairness, participation, and innovation. It also supports the goals of the
National Development Plan 2021–2025, which lists digital transformation and pedagogical
innovation as top priorities (Presidencia de la República del Ecuador, 2021). The guide helps
these national goals by suggesting gamification as a possible and flexible strategy. It also gives
teachers the tools they need to make their online classrooms more welcoming and interesting.
Finally, it is important to point out that the guide is not only based on international research
on gamification, but it also puts it in the context of the province of Imbabura. Studies conducted
in China, Turkey, and Spain (Cheng et al., 2025; Sahin & Erdem, 2025; Campillo-Ferrer et al.,
2025) validate that gamification improves motivation, collaboration, and self-confidence.
Furthermore, evidence from Ecuador (Infante-Paredes et al., 2024; Cabrera-Solano, 2022;
Valencia-Guerrero & Andrade, 2023) illustrates that these advantages can be achieved within
local contexts. The guide thus helps to close the gap between what is happening in other countries
and what Ecuadorian schools need.
To sum up, the discussion of the results shows that the gamification guide is not just a one-
time idea; it is a structured teaching tool backed by theory, evidence, and the law. It meets the
goals of this research by giving teachers specific ways to improve interaction in online EFL
classes. It also helps Ecuadorian education reach its bigger goals of innovation and quality.
CONCLUSIONS
The current study aimed to develop a pedagogical gamification guide to enhance
interaction in online EFL classes in Imbabura. The conclusions are consistent with the study's
objectives and underscore its most significant contributions:
Contribution to the study context (Imbabura and Ecuador): The guide addresses a
recognized deficiency of methodological resources that assist educators in integrating
gamification into virtual English instruction. It gives teachers in Imbabura useful strategies that
are tailored to their technological and cultural environment by putting international evidence into
the context of Ecuador.
Contribution to the body of knowledge
The study organized recent theoretical and empirical findings on gamification,
connecting them with active learning methodologies (PBL, CLT, TBLT, ERCA, PjBL). This
integration shows that gamification is not just a passing fad; it is a pedagogically sound method
that boosts motivation, independence, and teamwork in online EFL settings.
Response to the general objective: The gamification guide is the main product of the
study, and it meets the goal of giving EFL teachers a useful and concrete tool.
The guide also fits with Ecuador's laws and policies, especially the Constitution's
(Asamblea Nacional, 2008) and the Organic Law of Intercultural Education's (Ministerio de
Educación, 2011) ideas of fairness, participation, and innovation. It also supports the goals of the
National Development Plan 2021–2025, which lists digital transformation and pedagogical
innovation as top priorities (Presidencia de la República del Ecuador, 2021). The guide helps
these national goals by suggesting gamification as a possible and flexible strategy. It also gives
teachers the tools they need to make their online classrooms more welcoming and interesting.
Finally, it is important to point out that the guide is not only based on international research
on gamification, but it also puts it in the context of the province of Imbabura. Studies conducted
in China, Turkey, and Spain (Cheng et al., 2025; Sahin & Erdem, 2025; Campillo-Ferrer et al.,
2025) validate that gamification improves motivation, collaboration, and self-confidence.
Furthermore, evidence from Ecuador (Infante-Paredes et al., 2024; Cabrera-Solano, 2022;
Valencia-Guerrero & Andrade, 2023) illustrates that these advantages can be achieved within
local contexts. The guide thus helps to close the gap between what is happening in other countries
and what Ecuadorian schools need.
To sum up, the discussion of the results shows that the gamification guide is not just a one-
time idea; it is a structured teaching tool backed by theory, evidence, and the law. It meets the
goals of this research by giving teachers specific ways to improve interaction in online EFL
classes. It also helps Ecuadorian education reach its bigger goals of innovation and quality.
CONCLUSIONS
The current study aimed to develop a pedagogical gamification guide to enhance
interaction in online EFL classes in Imbabura. The conclusions are consistent with the study's
objectives and underscore its most significant contributions:
Contribution to the study context (Imbabura and Ecuador): The guide addresses a
recognized deficiency of methodological resources that assist educators in integrating
gamification into virtual English instruction. It gives teachers in Imbabura useful strategies that
are tailored to their technological and cultural environment by putting international evidence into
the context of Ecuador.
Contribution to the body of knowledge
The study organized recent theoretical and empirical findings on gamification,
connecting them with active learning methodologies (PBL, CLT, TBLT, ERCA, PjBL). This
integration shows that gamification is not just a passing fad; it is a pedagogically sound method
that boosts motivation, independence, and teamwork in online EFL settings.
Response to the general objective: The gamification guide is the main product of the
study, and it meets the goal of giving EFL teachers a useful and concrete tool.
Vol. 12/ Núm. 3 2025 pág. 3917
Answer to the specific goals
• The bibliographic analysis helped us find the best gamification strategies and parts for
teaching English online.
• We put these findings into a guide that has theoretical foundations, methodological
applications, suggested tools, and organized suggestions for teachers.
• The guide also follows Ecuador's laws and educational policies, which are based on the
ideas of fairness, innovation, and digital transformation set out in national laws.
Theoretical and practical significance
This study helps to close the gap between theory and practice in gamification research. It
not only looks at the evidence and talks about it, but it also turns it into a useful tool for teachers,
which helps both academic discussion and new ideas in the classroom.
Answer to the specific goals
• The bibliographic analysis helped us find the best gamification strategies and parts for
teaching English online.
• We put these findings into a guide that has theoretical foundations, methodological
applications, suggested tools, and organized suggestions for teachers.
• The guide also follows Ecuador's laws and educational policies, which are based on the
ideas of fairness, innovation, and digital transformation set out in national laws.
Theoretical and practical significance
This study helps to close the gap between theory and practice in gamification research. It
not only looks at the evidence and talks about it, but it also turns it into a useful tool for teachers,
which helps both academic discussion and new ideas in the classroom.
Vol. 12/ Núm. 3 2025 pág. 3918
REFERENCES
Aly, N. E. (2020). Gamification and essential determinates of motivational level: An application
of Self-Determination Theory in Egypt. المجلة العلمية للدراسات التجارية والبيئية, 11(4), 557–610.
https://doi.org/10.21608/jces.2020.143661
Anuradhani, N., Yatigammana, K., & Wijayarathna, G. (2023). Defining gamification: A
systematic literature review for developing a process-oriented definition. Journal of
Management and Tourism Research, 9(1), 66–85. https://doi.org/10.4038/jmtr.v9i1.6
Asamblea Nacional del Ecuador. (2008). Constitución de la República del Ecuador.
https://www.asambleanacional.gob.ec/sites/default/files/documents/old/constitucion_de_b
olsillo.pdf
Auquilla, D. O., Soto, S., & Cevallos, L. F. E. (2024). Where motivation and learning meet:
Bringing key concepts, research insights, and effective practices together into the language
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Bandura, A. (1977). Social learning theory. Prentice-Hall.
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Tony Bates Associates Ltd.
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature
review (2nd ed.). SAGE Publications.
Cabello, C., Herrera, M., & Ruiz, A. (2021). Gamification and student motivation in Ecuadorian
high school virtual classrooms. Revista Ciencia Educativa, 25(2), 145–160.
Cabrera-Solano, P. (2022). Game-based learning in higher education: The pedagogical effect of
Genially games in English as a foreign language instruction. International Journal of
Educational Methodology, 8(4), 719–729. https://doi.org/10.12973/ijem.8.4.719
Campillo-Ferrer, J. M., Miralles-Martínez, P., & Martínez-Abad, F. (2025). Gamification impact
on motivation and language skills in online EFL learning. Computers & Education, 190,
104629. https://doi.org/10.1016/j.compedu.2024.104629
Campillo-Ferrer, J., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher
education: Impact on student motivation and the acquisition of social and civic key
competencies. Sustainability, 12(12), 4822. https://doi.org/10.3390/su12124822
Cheng, J., Lu, C., & Xiao, Q. (2025). Effects of gamification on EFL learning: A quasi-
experimental study of reading proficiency and language enjoyment among Chinese
undergraduates. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1448916
Conole, G. (2013). Designing for learning in an open world. Springer.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.
Plenum Press.
REFERENCES
Aly, N. E. (2020). Gamification and essential determinates of motivational level: An application
of Self-Determination Theory in Egypt. المجلة العلمية للدراسات التجارية والبيئية, 11(4), 557–610.
https://doi.org/10.21608/jces.2020.143661
Anuradhani, N., Yatigammana, K., & Wijayarathna, G. (2023). Defining gamification: A
systematic literature review for developing a process-oriented definition. Journal of
Management and Tourism Research, 9(1), 66–85. https://doi.org/10.4038/jmtr.v9i1.6
Asamblea Nacional del Ecuador. (2008). Constitución de la República del Ecuador.
https://www.asambleanacional.gob.ec/sites/default/files/documents/old/constitucion_de_b
olsillo.pdf
Auquilla, D. O., Soto, S., & Cevallos, L. F. E. (2024). Where motivation and learning meet:
Bringing key concepts, research insights, and effective practices together into the language
classroom. Editorial UTMACH eBooks. https://doi.org/10.48190/9789942241849
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning.
Tony Bates Associates Ltd.
Booth, A., Papaioannou, D., & Sutton, A. (2016). Systematic approaches to a successful literature
review (2nd ed.). SAGE Publications.
Cabello, C., Herrera, M., & Ruiz, A. (2021). Gamification and student motivation in Ecuadorian
high school virtual classrooms. Revista Ciencia Educativa, 25(2), 145–160.
Cabrera-Solano, P. (2022). Game-based learning in higher education: The pedagogical effect of
Genially games in English as a foreign language instruction. International Journal of
Educational Methodology, 8(4), 719–729. https://doi.org/10.12973/ijem.8.4.719
Campillo-Ferrer, J. M., Miralles-Martínez, P., & Martínez-Abad, F. (2025). Gamification impact
on motivation and language skills in online EFL learning. Computers & Education, 190,
104629. https://doi.org/10.1016/j.compedu.2024.104629
Campillo-Ferrer, J., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher
education: Impact on student motivation and the acquisition of social and civic key
competencies. Sustainability, 12(12), 4822. https://doi.org/10.3390/su12124822
Cheng, J., Lu, C., & Xiao, Q. (2025). Effects of gamification on EFL learning: A quasi-
experimental study of reading proficiency and language enjoyment among Chinese
undergraduates. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1448916
Conole, G. (2013). Designing for learning in an open world. Springer.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.
Plenum Press.
Vol. 12/ Núm. 3 2025 pág. 3919
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness. In Proceedings of the 15th International Academic MindTrek Conference
(pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Garrison, D., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2(2–3),
87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in
Entertainment, 1(1), 20. https://doi.org/10.1145/950566.950595
Hernández, J., & Paredes, M. (2022). Teaching English online: Challenges and strategies in Latin
American contexts. Revista Latinoamericana de Educación, 39(2), 117–134.
Hernández-Sampieri, R., & Mendoza, C. (2008). Metodología de la investigación: Las rutas
cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la
investigación (6.ª ed.). McGraw-Hill Education.
Infante-Paredes, R., Mayorga-Gaona, C., Guerrero-Velástegui, C., & Morocho-Lara, D. (2024).
Gamification influences on students’ motivation in the EFL classroom. In Lecture Notes in
Networks and Systems (pp. 31–38). Springer. https://doi.org/10.1007/978-3-031-52667-
1_4
Khuzzan, S. M. S., Yushaa, N. S. M., & Hanid, M. (2021). Gamification elements and its impact
on students. Journal of Technology and Operations Management, 16(2), 62–75.
https://doi.org/10.32890/jtom2021.16.2.6
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning
and technology. Routledge.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s
influence on teaching and learning. Research and Practice in Technology Enhanced
Learning, 13(1), 9. https://doi.org/10.1186/s41039-018-0078-8
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(2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–
311. https://doi.org/10.1017/S0958344019000065
Lozano, M., Pérez, J., & Sánchez, L. (2023). Motivation and interaction in online EFL education:
A study in Latin America. International Journal of Educational Research Open, 6, 100211.
https://doi.org/10.1016/j.ijedro.2023.100211
Meng, N., Lee, S. Y. C., Lai, W. Y. W., & Chu, S. K. W. (2023a). Learning English as a foreign
language through technology-mediated gamification in a rural setting. International
Journal of Smart Technology and Learning, 3(3/4), 226–249.
https://doi.org/10.1504/IJSMARTTL.2023.136911
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness. In Proceedings of the 15th International Academic MindTrek Conference
(pp. 9–15). ACM. https://doi.org/10.1145/2181037.2181040
Garrison, D., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2(2–3),
87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in
Entertainment, 1(1), 20. https://doi.org/10.1145/950566.950595
Hernández, J., & Paredes, M. (2022). Teaching English online: Challenges and strategies in Latin
American contexts. Revista Latinoamericana de Educación, 39(2), 117–134.
Hernández-Sampieri, R., & Mendoza, C. (2008). Metodología de la investigación: Las rutas
cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la
investigación (6.ª ed.). McGraw-Hill Education.
Infante-Paredes, R., Mayorga-Gaona, C., Guerrero-Velástegui, C., & Morocho-Lara, D. (2024).
Gamification influences on students’ motivation in the EFL classroom. In Lecture Notes in
Networks and Systems (pp. 31–38). Springer. https://doi.org/10.1007/978-3-031-52667-
1_4
Khuzzan, S. M. S., Yushaa, N. S. M., & Hanid, M. (2021). Gamification elements and its impact
on students. Journal of Technology and Operations Management, 16(2), 62–75.
https://doi.org/10.32890/jtom2021.16.2.6
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