Gamification-Based Learning in EFL Classrooms: Effects on Motivation and Communicative Competence in Secondary Education
DOI:
https://doi.org/10.55204/pcc.v6i1.e125Keywords:
gamification, motivation, EFL, communication, secondary educationAbstract
This research examines the influence that gamification has on motivation and the development of students' communicative competence in the Basic General Education level of English as a Foreign Language in public schools in Manabí, Santo Domingo de los Tsáchilas, and Los Ríos, regions of Ecuador. The study took a quantitative, non-experimental approach with a cross-sectional design. The research consisted of 245 students, of which 135 were female and 110 were male. The study selected students attending morning in-person classes. The digital tools used were Quizizz, Kahoot!, and Wordwall, and were supplemented with gamified group work designed to improve the students’ English communicative skills. Questionnaires, tests, rubrics, and observer charts for motivation and communicative competence were the natural instruments for collecting data. The research demarcated that the students’ motivation and performance after the intervention improved. The qualitative data appreciated that learners brought about an increase in their speaking and their willingness to communicate and interact with colleagues. The analysis of this research identified similarities with current literature on gamification, active methodologies, and technology for learners’ language acquisition. The study finds that gamification as a pedagogical approach in the Ecuadorian public school system Secondary School English as a Foreign Language.
Downloads
References
Alarcon Burneo , S. N., Basantes Guerra, J. P., Chaglla Lasluisa, W. F., Carvajal Coronado, D. E., Martínez Oviedo, M. Y., Vargas Saritama, M. E., & Bernal Parraga, A. P. (2024). Uso de Recursos Manipulativos para Mejorar la Comprensión de Conceptos Matemáticos Abstractos en la Educación Secundaria. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 1972-1988. https://doi.org/10.37811/cl_rcm.v8i5.13669
Almufareh, M. (2021). The impact of gamification and individual differences on second language learning among first-year female university students in Saudi Arabia. Simulation & Gaming, 52(6), 715–734. https://doi.org/10.1177/10468781211056511
Aráuz Cerezo, E., Tuarez Cobeña, M., Bernal Parraga, A., Yépez Yépez, L., & Loor Quintero, J. (2026). Efecto del aprendizaje cooperativo en el desarrollo de habilidades técnico-tácticas y la motivación en estudiantes de Educación Física durante la enseñanza delbaloncesto en secundaria. Polo del Conocimiento, 11(4), 2266-2283. doi:https://doi.org/10.23857/pc.v11i4.11541
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Cai, Z., Wang, Y., & Li, H. (2025). Enhancing EFL vocabulary and psychological well-being through gamified learning. Frontiers in Psychology, 16, 1644162. https://doi.org/10.3389/fpsyg.2025.1644162
Castillo Baño , C. P., Cruz Gaibor, W. A., Bravo Jacome, R. E., Sandoval Lloacana, C. F., Guishca Ayala, L. M., Campaña Nieto, R. A., Yepez Mogro, T. C., & Bernal Párraga, A. P. (2024). Uso de Tecnologías Digitales en la Educación para la Ciudadanía. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 5388-5407. https://doi.org/10.37811/cl_rcm.v8i4.12756
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9, 1395155. https://doi.org/10.3389/feduc.2024.1395155
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, 1448916. https://doi.org/10.3389/fpsyg.2025.1448916
Cosquillo Chida , J. L., Burneo Cosios, L. A., Cevallos Cevallos, F. R., Moposita Lasso, J. F., & Bernal Parraga, A. P. (2025). Innovación Didáctica con TIC en el Aprendizaje de Matemáticas: Estrategias Interactivas para Potenciar el Pensamiento Lógico y la Resolución de Problemas. Revista Iberoamericana De La Educación, 9(1), 269–286. https://doi.org/10.31876/rie.v9i1.299
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (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
Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48, 1241–1267. https://doi.org/10.1007/s10936-019-09656-9
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-learning English as a foreign language: A qualitative study. Heliyon, 5(9), e02394. https://doi.org/10.1016/j.heliyon.2019.e02394
Fajardo Lopez , C. E., Yagual Cedeño, L. L., Quezada Sanchez, C. F., Toapanta Guanoquiza, M. J., Moreira Velez, K. L., Sandra Veronica, L. P., & Bernal Parraga , A. P. (2024). El Papel de los Padres en la Educación Inicial": Estrategias Innovadoras para la Participación Familiar. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 9881-9900. https://doi.org/10.37811/cl_rcm.v8i4.13139
Foroutan Far, F., & Taghizadeh, M. (2024). Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow. Computer Assisted Language Learning, 37(7), 2083–2115. https://doi.org/10.1080/09588221.2022.2146724
Habók, A., Magyar, A., & Molnár, G. (2022). Investigating the relationship among English language learning strategies, language achievement, and attitude. Frontiers in Psychology, 13, 867714. https://doi.org/10.3389/fpsyg.2022.867714
Jin, S., & Lee, J. H. (2022). Willingness to communicate and its high-evidence factors: A meta-analytic structural equation modeling approach. Journal of Language and Social Psychology, 41(6), 716–745. https://doi.org/10.1177/0261927X221092098
Karatsiori, M., Liontou, T., Domagała-Zyśk, E., Vogt, K., & Babuder, M. K. (2025). Beyond barriers: Exploring foreign language learning experiences of students with diverse learning needs in four European countries. Frontiers in Education, 10, 1520944. https://doi.org/10.3389/feduc.2025.1520944
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
Lago-Ferreiro, A., González-González, C. S., & García-Holgado, A. (2025). A new serious game (e-SoundWay) for learning English phonetic competence. Multimodal Technologies and Interaction, 9(6), 54. https://doi.org/10.3390/mti9060054
León Ruíz , M. E., Bernal Párraga , A. P., Bustamante Peñaherrera , G. S., Yanza Rojas, C. J., Guzmán Quiña , M. de los A., Davila Amari , M. A., & López Villacis, D. E. (2024). Enfoques Pedagógicos para la Enseñanza de Estudios Sociales en Libros de Texto de Educación Básica Superior. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 9132-9152. https://doi.org/10.37811/cl_rcm.v8i4.13060
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, 1253549. https://doi.org/10.3389/fpsyg.2023.1253549
Li, R. (2021). Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092
Madrid Toapanta , A. L., Véliz Cedeño, M. C., Bernal Párraga, A. P., Toapanta Cadena, S. J., Abad Troya, L., Atarihuana Eras, M. L., & Macias Garcia, S. V. (2024). Estrategias Activas para Mejorar las Competencias Lectoras en Edades Tempranas. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 10646-10664. https://doi.org/10.37811/cl_rcm.v8i4.13205
Meccawy, M., Alzahrani, A., Mattar, Z., Almohammadi, R., Alzahrani, S., Aljizani, G., & Meccawy, Z. (2023). Assessing EFL students’ performance and self-efficacy using a game-based learning approach. Education Sciences, 13(12), 1228. https://doi.org/10.3390/educsci13121228
Mora Villamar, F. M., Bernal Párraga, A. P., Molina Ayala, E. T., Salazar Veliz, E. T., Padilla Chicaiza, V. A., & Zambrano Lamilla, L. M. (2024). Innovaciones en la didáctica de la lengua y literatura: estrategias del siglo XXI. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 3852-3879. https://doi.org/10.37811/cl_rcm.v8i3.11595
Padilla Chicaiza, V. A., Chanatasig Montaluisa, B. M., Moreira Cedeño, J. del C., Molina Ayala, E. T., Estela Teresa, S. V., & Bernal Párraga, A. P. (2025). Inteligencia artificial y aprendizaje de idiomas: Personalización del aula de inglés a través de plataformas adaptativas. Revista Veritas de Difusão Científica, 6(2), 477–506. https://doi.org/10.61616/rvdc.v6i2.643
Panmei, B., & Waluyo, B. (2023). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 24. https://doi.org/10.3390/educsci13010024
Pinto, R. D., Peixoto, B., Melo, M., Cabral, L., & Bessa, M. (2021). Foreign language learning gamification using virtual reality: A systematic review of empirical research. Education Sciences, 11(5), 222. https://doi.org/10.3390/educsci11050222
Pituxcoosuvarn, M., Lin, H., & Chen, Y. (2025). Enhancing EFL speaking skills with AI-powered word games. Information, 16(6), 427. https://doi.org/10.3390/info16060427
Rahman, S. F. A. (2025). The impact of gamification in enhancing students’ speaking skills: A literature review. UMRAN – International Journal of Islamic and Civilizational Studies, 12(1).
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sarango Lucas, K. P., Villacis Lalangui, C. V., Díaz Tapia, A. V., Codena Cantuña, N. P., Bonete León, C. L., & Bernal Párraga, A. P. (2025). El uso del storytelling digital como estrategia didáctica para fortalecer la comprensión lectora en estudiantes de educación básica. Revista Veritas de Difusão Científica, 6(2), 713–737. https://doi.org/10.61616/rvdc.v6i2.656
Shang, X. (2025). Mapping the integration of gamification into foreign language learning in E-learning settings: A bibliometric analysis. Results in Engineering, 26, 108452. https://doi.org/10.1016/j.rineng.2025.108452
Špruk, N. J., Kosec, P., & Guna, J. (2025). LingoVerse: Virtual language learning through gamification. Virtual Reality, 29, Article 150. https://doi.org/10.1007/s10055-025-01250-w
Temel, T., & Cesur, K. (2024). The effect of gamification with Web 2.0 tools on EFL learners’ motivation and academic achievement in online learning environments. SAGE Open, 14(2). https://doi.org/10.1177/21582440241247928
Troya Santilán, B. N., Garcia Sosa, S. M., Medina Marino, P. A., Campoverde Duran, V. D. R., & Bernal Párraga, A. P. (2024). Diseño e Implementación del Gamming Impulsados por IA para Mejorar el Aprendizaje. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 4051-4071. https://doi.org/10.37811/cl_rcm.v8i3.11611
Troya Santillán , B. N., Arzube Plaza, M. C., Arzube Plaza, D. M., Troya Santillán, C. M., Martínez Oviedo, M. Y., Zapata Valverde, Y. F., & Bernal Parraga, A. P. (2024). Liderazgo Educativo Transformacional: Estrategias para Inspirar y Motivar a los Docentes en el Contexto Escolar. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 2230-2246. https://doi.org/10.37811/cl_rcm.v8i5.13687
Tsai, Y. R. (2024). Leveraging gamification to enhance motivation and engagement among EFL learners. English Language Teaching Educational Journal, 7(3), 178–191. https://doi.org/10.12928/eltej.v7i3.12010
Vargas Castro , M. F., Cabrera Brown, M. N., Moreira Quiroz, H. B., Martínez Oviedo, M. Y., Bonilla Villegas, T. J., Bernal Parraga, A. P., & Bonilla Villegas, S. I. (2024). Estrategias Psicológicas Para Mejorar La Autoestima Y El Rendimiento Académico En Estudiantes De Educación General Básica. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 6930-6945. https://doi.org/10.37811/cl_rcm.v8i5.14112
Villacreses Sarzoza, E. G., Nancy Maribel, M. C., Calderón Quezada, J. E., Víctor Gregory, T. V., Iza Chungandro, M. F., Tandazo Sarango, F. E., & Bernal Párraga, A. P. (2025). Inteligencia Artificial: Transformando la Escritura Académica y Creativa en la Era del Aprendizaje Significativo. Revista Científica De Salud Y Desarrollo Humano , 6(1), 1427–1451. https://doi.org/10.61368/r.s.d.h.v6i1.533
Yaule Chingo , M. B., Suarez Cobos, C. A., Dias Pilatasig, M. J., Olalla Faz, M. I., Zamora Batioja, I. J., Arequipa Molina, A. D., & Bernal Párraga, A. P. (2024). Análisis del Impacto de Estrategias de Inclusión en el Aprendizaje de Niños con Capacidades Especiales. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 5408-5425. https://doi.org/10.37811/cl_rcm.v8i4.12757
Ye, X. (2024). A review of classroom environment on student engagement in English as a foreign language learning in higher education. Frontiers in Education, 9, 1415829. https://doi.org/10.3389/feduc.2024.1415829
Zamora Franco, A. F., Bernal Párraga , A. P., Garcia Paredes, E. B., Herrera Lemus, L. P., Camacho Torres , V. L., Simancas Malla, F. M., & Haro Cedeño, E. L. (2024). Estrategias para Fomentar la Colaboración en el Aula de Matemáticas. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 616-639. https://doi.org/10.37811/cl_rcm.v8i4.12310
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29, 6217–6239. https://doi.org/10.1007/s10639-023-12034-7
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Elsa Melania Rodriguez López, Augusto Paolo Bernal Parraga, Olayis Verónica Cuero González, Laura Comanecy Gavilanez González, Silvia Tatiana Merchán Ortiz
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain the moral and patrimonial rights of their works. Since Prometeo Journal is an open access publication, readers can fully or partially reproduce its content as long as they properly credit the corresponding authors and the journal itself.
Our journal is governed by the international policies SHERPA/RoMEO: Green journal: They allow the self-archiving of both the pre-print (draft of a paper) and the post-print (the version corrected and reviewed by peers) and even the final version ( layout as it will be published in the journal).
See also "Copyright and licences".
