Innovated teaching with gamification to enhance students’ reading comprehension
DOI:
https://doi.org/10.53877/3pj6rf87Palabras clave:
gamification, reading comprehension, efl, ict, motivation, public educationResumen
This study examines the impact of gamification on English reading comprehension among A2-level students in an Ecuadorian public school. Using a qualitative action research design, 33 students participated in the intervention. A diagnostic test revealed predominantly basic and limited reading skills, particularly in inference and implicit interpretation. Gamified strategies were implemented through digital platforms such as Kahoot and Wordwall, incorporating points, levels, challenges, and immediate feedback. Data were collected through a diagnostic test, a reflective teacher journal, and a focus group, allowing methodological triangulation. Findings indicate increased motivation, classroom participation, and interaction, as well as improvements in identifying main ideas and specific details. Gamification also reduced anxiety associated with reading tasks. The study concludes that gamification is an effective pedagogical strategy for enhancing reading comprehension in EFL contexts by fostering meaningful, engaging, and student-centered learning experiences.
Descargas
Referencias
Alvarez, A. N. M., Patiño, A. E. C., Caicedo, J. A. L., & Arevalo, T. V. O. (2026). Reading comprehension skills and lexical knowledge among second-year high school learners of English as a foreign language in Azogues. Ciencia y Reflexión, 5(1), 260–282. https://short.do/d-ZNUy
Bungacho, S. J. C., & Palacios, A. de J. R. (2026). Reading comprehension in EFL young learners. RECIAMUC, 10(Especial 1), 463–471. https://short.do/Wj0bYw
Cajamarca, L. P. R., Herrera, D. G. G., Vizcaíno, C. F. G., & Álvarez, J. C. E. (2020). Alianza entre aprendizaje y juego: Gamificación como estrategia metodológica que motiva el aprendizaje del inglés. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 370–391. https://short.do/JZy4Lh
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9, 1395155. https://short.do/PXyygQ
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://short.do/J8tBUM
Christopoulos, A., & Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223–1243. https://short.do/byYkz4
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure: Which levels of language proficiency are attained and which types of input are important? Bilingualism, 23(1), 171–185. https://short.do/fA-k_t
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). https://short.do/qz3kE1
Fahad Alzuhair, N., & Mohammed Alkhuzaim, K. (2022). The effectiveness of a gamified electronic application in developing reading comprehension abilities among first-grade intermediate students in Saudi Arabia. Education Research International, 2022. https://short.do/izCCCu
González Mares, M. (2019). Reseña de Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Revista Universitaria Digital de Ciencias Sociales (RUDICS), 10(18), 92–95. https://short.do/TPzK13
Guanotasig Cando, M. B., Baño Claudio, J. E., & Corrales Suárez, N. A. (2025). Incidencia de la gamificación en las habilidades lectoescritoras en estudiantes de básica superior. Explorador Digital, 9(2), 65–81. https://acortar.link/k6rgLu
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación (6ª ed.). McGraw-Hill.
Julita, R. (2023). The impact of gamification on EFL students’ reading comprehension. Journal of English as a Foreign Language Education (JEFLE), 4(2), 136–149. https://acortar.link/S9l5pv
Laličić, A., & Dubravac, V. (2021). The role of reading in English language classrooms. MAP Social Sciences, 1(1), 23–36. https://acortar.link/wNE75Q
Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796. https://acortar.link/opPMyp
Maimaiti, G., & Hew, K. F. (2025). Gamified self-regulated learning improves EFL reading comprehension, motivation, self-regulation skills and process patterns. The Internet and Higher Education, 67, 101042. https://acortar.link/OnFTnY
Pérez Cascante, L., & Ramírez Ávila, M. R. (2022). EFL research series for teachers: Pedagogical innovations facilitated by ICT in the classroom. Universidad Casa Grande.
Pido, N. W., & Mubarokah, A. (2024). The effectiveness of using skimming and scanning techniques in improving reading comprehension: A systematic literature review. VISA: Journal of Vision and Ideas, 4(2), 995–1001. https://acortar.link/UU436N
Rapp, A., Hopfgartner, F., Hamari, J., Linehan, C., & Cena, F. (2019). Strengthening gamification studies: Current trends and future opportunities of gamification research. International Journal of Human-Computer Studies, 127, 1–6. https://acortar.link/vmaLbX
Safitri, N. T., & Melati, M. (2023). EFL learners’ reading comprehension level: ¿What do they portray? Scope: Journal of English Language Teaching, 7(2), 247–253. https://acortar.link/8zTdis
Tran, L., & Miralpeix, I. (2024). Out-of-school exposure to English in EFL teenage learners: ¿Is it related to academic performance? Education Sciences, 14(4). https://acortar.link/db42YW
Vásquez, I. M. M., Almeida, M. A. V., & Ortega, M. R. M. (2025). Design of a pedagogical gamification tool for improving interaction in online EFL education in the province of Imbabura. Arandu UTIC, 12(3), 3898–3921. https://acortar.link/t7PONR
Yamasque Martínez, E. E., Andrade, N. S., & Martínez, Y. E. (2024). Estrategias de lectura intensiva en la mejora de la comprensión lectora en EFL. Pacha: Revista de Estudios Contemporáneos del Sur Global, 5(13), e240240. https://acortar.link/gBhBRt
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Maritza Elizabeth Jiménez Aguilar, Maritza Jacqueline Villacis Lizano
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
