Gamificación educativa: una estrategia para fortalecer el aprendizaje del inglés como lengua extranjera en el siglo XXI en estudiantes de educación media y extra-edad.

Abstract

At present, despite multiple efforts to strengthen English language skills in Colombia particularly within Bogotá’s public education system such objectives have not been fully achieved. A large number of students continue to obtain low results on standardized tests such as Saber 11, with performance levels between A- and A1, even after receiving English instruction throughout their entire school life (primary and secondary). This persistent gap has motivated teachers and researchers to explore new strategies, methodologies, and tools that contribute to more effective teaching and learning processes. Consequently, the classroom has begun to transform through the implementation of approaches centered on critical thinking, creativity, communicative competence, and collaboration. Among these, gamification stands out for its ability to foster motivation, engagement, and participation, becoming an effective means to capture students’ attention and curiosity. Numerous studies have confirmed that gamification enhances classroom dynamics and significantly supports learning. Building on this evidence, the present doctoral thesis adopts educational gamification as a core strategy to strengthen motivation and academic performance in English language learning within secondary education and flexible cycle programs for extra-age students attending evening sessions. For this purpose, an educational videogame was co-created with students, integrating their contexts, interests, and needs to help them reframe their relationship with the language and overcome motivational barriers that hinder their learning. The process was developed under a mixed methodology that combined quantitative and qualitative instruments, such as diagnostic tests, Likert-type surveys, focus groups, observations and gossip columns, which allowed for a comprehensive analysis of the impact of video games on learning. The results revealed the transformative power of personalized and co-created gamification in English learning, allowing students to become active participants in their educational process by contributing ideas, contexts, and narratives that shaped the videogame and strengthened their sense of belonging. Motivation emerged as a key driver of learning, while creativity and participation gained renewed relevance within the classroom. The integration of digital tools and generative artificial intelligence expanded teachers’ possibilities, fostering a closer, more dynamic, and meaningful teaching process. In this way, the project demonstrated that it is possible to redefine English teaching, turning students into genuine builders of their own learning experience.