Game-Based Learning: Lowering the Affective Filter and Enhancing Student Agency
Resumen
This study focuses on the implementation of Game-Based Learning (GBL) in English as a Foreign Language (EFL) classes within a professional technical higher education program in Caldas, Colombia. It explores how this didactic strategy influences students’ agency and cognitive engagement, while fostering low-pressure settings that help minimize emotional barriers related to the affective filter. Using a qualitative case study, two classes per week were implemented during an eight-week period with a group of 16 students, collecting data through field notes, a questionnaire, and focus groups. The findings show that GBL promoted motivation, active participation, and collaboration, generating comfortable and trusting environments where students felt confident to engage, take risks, and learn from mistakes. This work emphasizes that playful and interactive activities allowed students to move away from shyness and fear of failure, fostering autonomy and responsibility in their learning process. Ultimately, it shows that the use of GBL not only supports the development of linguistic competences but also strengthens social skills and autonomy, providing teachers with opportunities to design inclusive, participatory, and emotionally safe learning environments.
Descargas
Citas
Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Ali, M. H., Faisal, A. F., & Zafarani, P. (2022). Investigating the effect of using game-based learning on EFL learners’ motivation and anxiety. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/6503139
Bai, J. (2024). A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation. Lecture Notes in Education Psychology and Public Media, 33, 46-50. https://doi.org/10.54254/2753-7048/33/20231399
Bardorfer, A. (2024). Fostering students’ active participation in higher education: The role of teacher-student rapport. Athens Journal of Education, 11(3), 227–246. https://doi.org/10.30958/aje.11-3-4
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse Education in Practice, 13(2), 96–100. https://doi.org/10.1016/j.nepr.2012.07.010
Bonilla Carvajal, C. A., & Tejada-Sanchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996
Cahya Susaniari, N. K. A., & Santosa, M. H. (2024). A systematic review on the implementation of game-based learning to increase EFL students’ motivation. Journal of English Language and Education, 9(6), 77–87. https://doi.org/10.31004/jele.v9i6.520
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: a comprehensive review of empirical evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1395155
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed.). Pearson.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750
Eckerdal, J. R., & Hagström, C. (2017). Qualitative questionnaires as a method for information studies research. Information Research, 22(1), CoLIS paper 1639. http://InformationR.net/ir/22-1/colis/colis1639.html
Escobar-Alméciga, W. Y. (2025). Ethnography of multimodal communication: An English-mediated university classroom interaction analysis. PROFILE Issues in Teachers’ Professional Development, 27(2), 85–104. https://doi.org/10.15446/profile.v27n2.115294
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Gamlo, N. (2019). The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation. English Language Teaching, 12(4), 49. https://doi.org/10.5539/elt.v12n4p49
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Hsu, S. (2021). Active Participation: Reflection on Lectures in Chinese Heritage Culture Classrooms. Schools: Studies in Education, 18(1), 86–106. https://doi.org/10.1086/713613
Huang, A. (2023). The Effect of Digital Game-Based Learning on Motivation for EFL. Journal of Education, Humanities and Social Sciences, 23, 18-22. https://doi.org/10.54097/ehss.v23i.12726
Hui, G., & Lin, C. (2008). Pedagogies Proving Krashen’s Theory of Affective Filter. Hwa Kang Journal of English Language & Literature, 14. https://eric.ed.gov/?id=ED503681
Ismayilli, T. M., Mammadova, K. M., & Asadova, A. A. (2025). The Impact of Educational Games on Speaking Skills in the Foreign Language Teaching Process. Novitas-ROYAL, 19(1), 229–240. https://doi.org/10.5281/zenodo.15228398
Krashen, S. D. (1985). Principles and practice in second language acquisition. Pergamon.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Méndez-Rivera, P., Garzón Duarte, E., Noriega Borja, R., Rodríguez Motavita, F., & Osorio Junca, G. (2020). English Teacher: subjetividad e inglés en Bogotá. Universidad Distrital Francisco José de Caldas. https://libros.udistrital.edu.co/index.php/invest/catalog/book/122
Ministry of National Education of Colombia [MEN]. (2014). Programa Nacional de Inglés [National English Program] [PDF file]. https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf
Muhayimana, T. (2017). The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom. Journal of English Language Teaching and Linguistics, 2(3), 259. https://doi.org/10.21462/jeltl.v2i3.85
Nguyen, S. H. C. (2020). Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam (Doctoral dissertation, Queensland University of Technology). https://eprints.qut.edu.au/206449/
Pivec, M., Dziabenko, O., & Schinnerl, I. (2003). Aspects of game-based learning. In Proceedings of the 3rd International Conference on Knowledge Management (pp. 216–225). Graz: Know-Center.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Rojas, D. H., & Escobar-Alméciga, W. Y. (2023). Student’s agency in English as foreign language learning in a virtual environment: An interaction analysis. Lengua y Sociedad, 22(2), 377–396. https://doi.org/10.15381/lengsoc.v22i2.25138
Solórzano-García, M. (2025). Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2025.2498410
Squire, K. (2005). Changing the game: What happens when video games enter the classroom? Innovate: Journal of Online Education, 1(6). https://www.learntechlib.org/p/107270/.
Tümen Akyıldız, S., & Ahmed, K. H. (2021). An Overview of Qualitative Research and Focus Group Discussion. International Journal of Academic Research in Education, 7(1), 1-15. https://doi.org/10.17985/ijare.866762
Usma Wilches, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers’ Professional Development, 11(1), 123–141. https://revistas.unal.edu.co/index.php/profile/article/view/10551
Yang, Y. F., Hsieh, W. M., Wong, W. K., Hong, Y. C., & Lai, S. C. (2022). Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game. Computer Assisted Language Learning, 37(3), 410–432. https://doi.org/10.1080/09588221.2022.2039203
Zakaria, A., & Zakaria, N. Y. K. (2025). The Impact of Digital Game-Based Learning Tools on Motivation, Engagement, and Performance in Language Education: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 14(1). https://doi.org/10.6007/IJARPED/v14-i1/24954
Zourou, K. (2020). Language learning as the agency for a social purpose: examples from the coronavirus pandemic. ALSIC: Apprentissage Des Langues et Systèmes d’Information et de Communication, 23(1). https://doi.org/10.4000/alsic.4880
Sánchez Sánchez, J. E., & Fernández Paradas, A. R. (2025). Análisis de Estrategias Didácticas Implementadas para el Desarrollo de Competencias Textuales en Estudiantes de Secundaria. Ciencia Y Reflexión, 4(2), 2384–2411. https://doi.org/10.70747/cr.v4i2.497
Alcántara , R. L. (2025). Acompañamiento Pedagógico Estrategia Colaborativa. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 7881-7886. https://doi.org/10.37811/cl_rcm.v9i3.18412
Agila Mocha, R. J., Vivanco Ureña, C. I., León Bravo, F. E., & Reyes Carrión , J. P. (2025). Software Educativos para el Proceso de Enseñanza Aprendizaje de Matemáticas en Bachillerato. Ciencia Y Reflexión, 4(2), 1341–1369. https://doi.org/10.70747/cr.v4i2.334
Chen Shih , J. (2025). Relación entre inteligencia emocional y rendimiento académico en estudiantes de nivel superior de Arequipa en la postpandemia . Ciencia Y Reflexión, 4(2), 648–667. https://doi.org/10.70747/cr.v4i2.299
Quelal Morejón , C. E., Rogel Calderón , A. S., Loaiza Dávila , L. E., & Maqueira Caraballo, G. D. L. C. (2025). Los juegos predeportivos: una alternativa para la inclusión de estudiantes con Trastorno del Espectro Autista (TEA) a la clase de Educación Física. Arandu UTIC, 12(2), 2169–2189. https://doi.org/10.69639/arandu.v12i2.1055
Guadalupe Beltrán , E. S., Palomeque Zambrano, J. Y., & Loor Avila, B. A. (2025). Desafíos de la Educación Superior en Contextos Híbridos: Análisis de las Prácticas Docentes en la Universidad Estatal de Milagro durante el Periodo Académico 2025. Revista Veritas De Difusão Científica, 6(2), 1259–1281. https://doi.org/10.61616/rvdc.v6i2.685
Lozano Flores, L. D. (2025). Gamificación en el aprendizaje de unidades de tiempo: el caso de Sims 4. Emergentes - Revista Científica, 5(2), 68–86. https://doi.org/10.60112/erc.v5.i1.373
Velásquez Torres, A. O., González Bautista, G., Neira Vera , M., & García Montañez , A. M. (2025). Formación Docente en la Resolución Pacífica de Conflictos: Diagnóstico de una Necesidad Curricular en Colombia. Estudios Y Perspectivas Revista Científica Y Académica , 5(2), 2936–2952. https://doi.org/10.61384/r.c.a.v5i2.1329
Duarte Gahona, Y. K. (2025). Aplicación de la Inteligencia Artificial en la Personalización del Aprendizaje para Estudiantes con Necesidades Educativas Especiales . Revista Científica De Salud Y Desarrollo Humano , 6(2), 33–53. https://doi.org/10.61368/r.s.d.h.v6i2.575
Derechos de autor 2025 Lizeth Vanesa Correa Gómez , Daniel Hernando Rojas Rodríguez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.png)
.png)
1.png)
