La gamificación como estrategia didáctica para fortalecer la participación activa de los estudiantes en el aprendizaje del idioma inglés: una revisión sistemática
DOI:
https://doi.org/10.63688/38f62006Palabras clave:
gamificación, aprendizaje del idioma inglés, participación estudiantil, tecnología educativa, participación activaResumen
Gamification has emerged as an innovative didactic strategy capable of transforming traditional teaching processes through the incorporation of game-based elements into educational environments. This study aimed to analyze the contribution of gamification to enhancing students’ active participation in English language learning. A systematic literature review was conducted following the PRISMA 2020 guidelines through the search of scientific studies in academic databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis, SAGE Journals, ERIC, SciELO, Redalyc, and Google Scholar. After the identification, screening, and methodological quality assessment processes, 21 studies were included in the final analysis. The findings revealed that gamification promotes students’ motivation, engagement, autonomy, and interaction through elements such as challenges, rewards, immediate feedback, and interactive digital platforms. Furthermore, the review identified that recent digital innovations, including artificial intelligence-supported tools, may complement gamified learning environments by promoting personalized learning experiences and the development of English communicative competence. However, its effectiveness depends on appropriate pedagogical planning, teacher guidance, and the balance between game mechanics and educational objectives. It is concluded that gamification represents a complementary strategy with significant potential to promote more dynamic, participatory, and meaningful learning experiences in English language education.
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Derechos de autor 2026 Diego Alejandro Fernández Cando, Margarita Elizabeth Rocha Chasi, Jaime Bienvenido Pincay Moreira, Ángel Santiago Poveda Toalombo, María Cristina Ortiz Villacís (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
