The Contribution of the Gamification Approach to the Development of Speaking Skills in the English Language at the EGB Superior Level
Resumen
La gamificación ha surgido como una estrategia innovadora para potenciar el aprendizaje de idiomas, aunque persisten brechas en su impacto sobre la interacción colaborativa, la motivación, la retroalimentación inmediata, el uso del lenguaje y la pronunciación, y el empleo de materiales gamificados. Este estudio cualitativo, mediante un diseño de caso único, investiga el efecto de la gamificación en el desarrollo de habilidades orales en inglés en un contexto educativo real en Ecuador. Participaron 76 estudiantes de 2° a 10° de Educación General Básica (niveles CEFR pre-A1 a A2.1), con datos recolectados a través de grabaciones en video de 32 actividades gamificadas y analizados con software ELAN para codificar cinco indicadores clave. Los resultados revelan que la interacción colaborativa fue el indicador más prominente, seguido del uso de materiales gamificados y la expresión de interés y motivación, mientras que la retroalimentación inmediata y el uso del lenguaje y pronunciación fueron menos evidentes. Variaciones por nivel de grado destacan un mayor énfasis en colaboración en grupos superiores, aunque la pronunciación y corrección lingüística permanecen subdesarrolladas. Esta investigación llena vacíos teóricos y prácticos al demostrar cómo la gamificación fomenta el compromiso y la interacción, pero requiere enfoques más integrados para mejorar la precisión oral. Las implicaciones sugieren directrices pedagógicas para educadores, promoviendo diseños gamificados inclusivos y accesibles que maximicen el aprendizaje significativo en entornos de bajos recursos.
Descargas
Citas
Albán Bedoya, I., & Ocaña-Garzón, M. (2022). Educational Programming as a Strategy for the Development of Logical-Mathematical Thinking. En M. Botto-Tobar, H. Cruz, A. Díaz Cadena, & B. Durakovic (Eds.), Emerging Research in Intelligent Systems (pp. 309-323). Springer International Publishing.
Almelhes, S. A. (2024). Gamification for teaching the Arabic language to non-native speakers: A systematic literature review. Frontiers in Education, 9(Query date: 2025-07-06 09:18:37). https://doi.org/10.3389/feduc.2024.1371955
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56-79. https://doi.org/10.1108/IJILT-02-2017-0009
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013). Engaging engineering students with gamification. 1-8.
Barcomb, M. (2020). Rock or lock? Gamifying an online course management system for pronunciation instruction: Focus on English /r/ and /l/. Calico Journal, 37(2), 127-147. https://doi.org/10.1558/cj.36996
Barth, K. (2017). Interacting with Public Displays for Informal Learning: Design Issues and First Experiences. Proceedings IEEE 17th International Conference on Advanced Learning Technologies Icalt 2017, Query date: 2025-07-03 17:27:46, 92-94. https://doi.org/10.1109/ICALT.2017.146
Bazurto Palma, C. J., & Ocaña Garzón, M. (2023). The use of a virtual environment to improve students’ Listening skills: A learning analytics approach. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 2937-2953. https://doi.org/10.37811/cl_rcm.v7i2.5537
Brooks, C., Burton, R., Van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Salinas, J. G. (2024). “It actually helped”: Students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention. 9, 1433184.
Buckley, P. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation hardback with audio CDs (2): A course book and reference guide. Cambridge University Press.
Challco, G. C., Moreira, D., Mizoguchi, R., & Isotani, S. (2014). Towards an ontology for gamifying collaborative learning scenarios. 404-409.
Chen, C. M. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers and Education, 144(Query date: 2025-07-03 17:27:46). https://doi.org/10.1016/j.compedu.2019.103697
Dasoo, N. (2024). Influence of Gamification on Student Learning and Teacher Training. International Conference on Multidisciplinary Research, 2024(Query date: 2025-07-06 09:14:19), 56-67. https://doi.org/10.26803/MyRes.2024.05
Dehghanzadeh, H. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining «gamification». Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. https://doi.org/10.1145/2181037.2181040
Dichev, C. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5
Dicheva, D. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75-88.
Domínguez, A. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63(Query date: 2025-07-06 08:56:27), 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
Freitas, S. D. (2017). How to use gamified dashboards and learning analytics for providing immediate student feedback and performance tracking in higher education. 26th International World Wide Web Conference 2017 Www 2017 Companion, Query date: 2025-07-06 09:07:45, 429-434. https://doi.org/10.1145/3041021.3054175
Getman, Y. (2023). Developing an AI-Assisted Low-Resource Spoken Language Learning App for Children. IEEE Access, 11(Query date: 2025-07-06 09:18:37), 86025-86037. https://doi.org/10.1109/ACCESS.2023.3304274
Hamari, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419-431. https://doi.org/10.1016/j.ijinfomgt.2015.04.006
Hanus, M. D. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80(Query date: 2025-07-06 08:56:27), 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Herbst, V. (2015). A study on collaborative and competitive strategies of learners used in an educational game. Proceedings IEEE 15th International Conference on Advanced Learning Technologies Advanced Technologies for Supporting Open Access to Formal and Informal Learning Icalt 2015, Query date: 2025-07-03 17:27:46, 200-204. https://doi.org/10.1109/ICALT.2015.99
Kekuluthotuwage, P. (2017). HomeSchool: An interactive educational tool for child education. 2017 National Information Technology Conference Nitc 2017, 2017(Query date: 2025-07-06 09:18:37), 34-39. https://doi.org/10.1109/NITC.2017.8285652
Koivisto, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45(Query date: 2025-07-06 08:56:27), 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
Krath, J. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125(Query date: 2025-07-06 09:07:45). https://doi.org/10.1016/j.chb.2021.106963
Legaki, N. Z. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human Computer Studies, 144(Query date: 2025-07-06 08:56:27). https://doi.org/10.1016/j.ijhcs.2020.102496
Licorish, S. A. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1). https://doi.org/10.1186/s41039-018-0078-8
Loewen, S. (2019). Mobile-assisted language learning: A Duolingo case study. Recall, 31(3), 293-311. https://doi.org/10.1017/S0958344019000065
Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness? Education and Information Technologies, 27(1), 891-915. https://doi.org/10.1007/s10639-021-10642-9
Mackavey, C. (2019). Innovative strategies: Increased engagement and synthesis in online advanced practice nursing education. Nurse Education Today, 76(Query date: 2025-07-06 09:07:45), 85-88. https://doi.org/10.1016/j.nedt.2019.01.010
Manzano-León, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability Switzerland, 13(4), 1-14. https://doi.org/10.3390/su13042247
Markopoulos, A. P., Fragkou, A., Kasidiaris, P. D., & Davim, J. P. (2015). Gamification in engineering education and professional training. International Journal of Mechanical Engineering Education, 43(2), 118-131.
Mekler, E. D. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71(Query date: 2025-07-06 08:56:27), 525-534. https://doi.org/10.1016/j.chb.2015.08.048
Murad, D. (2018). Slions: A karaoke application to enhance foreign language learning. Mm 2018 Proceedings of the 2018 ACM Multimedia Conference, Query date: 2025-07-06 09:18:37, 1679-1687. https://doi.org/10.1145/3240508.3240691
Nicholson, S. (2015). A recipe for meaningful gamification. Gamification in Education and Business, Query date: 2025-07-06 08:56:27, 1-20. https://doi.org/10.1007/978-3-319-10208-5_1
Ocaña, M., Almeida, E., & Albán, S. (2022). How Did Children Learn in an Online Course During Lockdown?: A Piagetian Approximation. En M. Botto-Tobar, H. Cruz, A. Díaz Cadena, & B. Durakovic (Eds.), Emerging Research in Intelligent Systems (pp. 259-272). Springer International Publishing.
Ocaña, Mauro, Luna, A., Guallichico, G., & Cuauhtémoc Bautista. (2023). Aplicaciones móviles en el desarrollo del lenguaje Un enfoque comparativo entre padres y educadores. Revista Alpha & Omega, 1(1), 10. https://doi.org/10.24133/ALPHAOMEGA.VOL01.01.2023.ART01
Peura, L. (2023). Playing with Pronunciation: A study on robot-assisted French pronunciation in a learning game. Nordic Journal of Digital Literacy, 18(2), 100-115. https://doi.org/10.18261/njdl.18.2.3
Quinga, Y., Pilataxi, N., Carvajal, V., & Ocaña, M. (2022). Virtual Activities to Strengthen Basic Math Skills in Children. En M. Botto-Tobar, H. Cruz, A. Díaz Cadena, & B. Durakovic (Eds.), Emerging Research in Intelligent Systems (pp. 173-185). Springer International Publishing.
Reitz, L., Sohny, A., & Lochmann, G. (2019). VR-based gamification of communication training and oral examination in a second language. En Computer-assisted language learning: Concepts, methodologies, tools, and applications (pp. 811-828). IGI Global.
Sailer, M. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69(Query date: 2025-07-06 08:56:27), 371-380. https://doi.org/10.1016/j.chb.2016.12.033
Sailer, M. (2020). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
Schwenke, D. (2022). Better together? Social distance affects joint probability discounting. Memory and Cognition, 50(7), 1513-1529. https://doi.org/10.3758/s13421-022-01290-6
Simões, J. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. https://doi.org/10.1016/j.chb.2012.06.007
Smith, K. (2019). Gamification and accessibility. International Journal of Information and Learning Technology, 36(2), 104-123. https://doi.org/10.1108/IJILT-06-2018-0061
Smith-Robbins, S. (2011). « This Game Sucks»: How to Improve the Gamification of Education. EDUCAUSE Review (Online).
Spaulding, S. (2018). How we understand others: Philosophy and social cognition. Routledge.
Subhash, S. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87(Query date: 2025-07-06 08:56:27), 192-206. https://doi.org/10.1016/j.chb.2018.05.028
Tondello, G. F. (2016). The gamification user types Hexad scale. Chi Play 2016 Proceedings of the 2016 Annual Symposium on Computer Human Interaction in Play, Query date: 2025-07-06 08:56:27, 229-243. https://doi.org/10.1145/2967934.2968082
Walther, B. K. (2021). Reflections on ludification: Approaching a conceptual framework – and discussing inherent challenges. International Journal of Serious Games, 8(3), 115-127. https://doi.org/10.17083/IJSG.V8I3.436
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), 17-37.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in psychology, 10, 487662.
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137-153.
Derechos de autor 2025 Belén Cecibel Castro Alcívar, Mauro Ocaña Garzón, Carlos Humberto Chancay Cedeño
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.png)
.png)
1.png)
