Gamification in University-Level English Language Teaching through a Case Study in Ecuador with a Focus on Artificial Intelligence-Based Functionalities
DOI:
https://doi.org/10.70577/asce.v5i1.580Palabras clave:
Educational gamification; English as a foreign language (EFL); Artificial intelligence in education; Adaptive learning systems; Higher education teaching.Resumen
The study examines the integration of gamified tools in university-level English language teaching in Ecuador, emphasizing their connection with artificial intelligence–based functionalities. It addresses the need to improve student motivation, participation, and academic performance, especially in non-linguistic programs. Prior literature shows positive outcomes of gamification and artificial intelligence (AI) in language learning but also highlights methodological limitations, insufficient infrastructure, and limited teacher training in the Ecuadorian context.
Objective: To analyze the impact of gamified tools with and without AI-driven features on English language learning among university students from non-linguistic majors, identifying benefits, challenges, and the level of pedagogical integration.
Methodology: A mixed-methods design with a cross-sectional approach was applied. The intervention lasted eight weeks and involved 108 third-semester students from a public university. The tools used included Kahoot, Quizizz, Wordwall, and Duolingo for Schools. Data were collected through diagnostic and final surveys, academic records, a teacher’s reflective journal, and formative rubrics. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic coding.
Results: Improvements were observed across vocabulary, reading comprehension, and language use, with the latter showing the most significant progress. Tools with AI capabilities, such as Duolingo for Schools, had greater impact due to adaptive learning and automated feedback, although they were used less frequently than basic gamified tools reflecting institutional and training gaps. Overall performance distributions showed most students in the “Developing” and “Competent” levels, with moderate advancement toward higher proficiency. Findings indicate that systematic and contextualized gamification enhances English learning, although challenges remain regarding infrastructure, teacher preparation, and curricular alignment.
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Derechos de autor 2025 Mariana Marisol Briones-Zambrano, Ana María Maruri-Orellana, Fernando Riera Hermida
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