Leveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation

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dc.contributor.advisorGuerrero Segura, Rodrigo Antonio
dc.contributor.authorRodriguez Lucas, Julia del Carmen
dc.date.accessioned2026-06-12T19:21:46Z
dc.date.available2026-06-12T19:21:46Z
dc.date.issued2026-02-25
dc.descriptionTESIS-MAESTRÍA
dc.description.abstractThis study examines the impact of gamification strategies on enhancing motivation among sixth- and seventh-grade students learning English as a Foreign Language (EFL) at the “Dra. Olga Aguilar Ramos” Public School in Villamil Playas Canton, Ecuador. Traditional EFL instructional contexts often face challenges in sustaining student engagement, which can negatively affect learners’ motivation and language development. In response, this research integrates game-based elements into EFL instruction to foster a more interactive, engaging, and learner-centered learning environment. A mixed-methods research design was employed, incorporating pre- and post-intervention surveys, classroom observations, and focus group discussions to assess changes in students’ motivation and engagement. The pedagogical intervention involved the systematic implementation of gamification strategies, including point-based reward systems, digital badges, leaderboards, and collaborative challenges throughout the instructional period.The findings reveal a significant increase in both intrinsic and extrinsic motivation, as students demonstrated greater enthusiasm, sustained participation, and increased confidence in performing language tasks, particularly in speaking and listening activities. Furthermore, teachers reported notable improvements in classroom dynamics, student interaction, and overall learning outcomes.These results highlight the pedagogical value of gamification as an effective approach to addressing motivational challenges in EFL classrooms. By promoting competition, collaboration, and a sense of achievement, gamified learning environments positively influence student engagement and language development. This study provides valuable implications for EFL teachers, curriculum designers, and educational stakeholders seeking innovative methodologies to improve English language instruction. Future research is recommended to explore the long-term effects of gamification on language proficiency and its applicability across diverse educational contexts.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationRodriguez Lucas, J. del C. (2026). Leveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation. Universidad Bolivariana del Ecuador.
dc.identifier.otherMAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3739
dc.language.isoen_US
dc.publisherUniversidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-B23-01P1-09; 09231364930
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectGamification
dc.subjectenglish as a foreign language
dc.subjectEFL teaching
dc.subjectstudent engagement
dc.subjectpedagogical innovation
dc.titleLeveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation
dc.title.alternativeUso de herramientas de gamificación para potenciar la motivación de estudiantes de nivel A1: un estudio cuantitativo
dc.typeThesis
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