Gamification in action: Playful didactic strategies to transform English teaching in educational contexts

Resumen

This scientific article examines the impact of gamification and game-based learning on English teaching in the educational system in Guayaquil, employing a qualitative interpretive approach. Given the low levels of linguistic competence reported in national and international assessments, there is a need to incorporate active methodologies that respond to the interests, learning styles, and sociocultural contexts of today's students. Gamification, understood as the application of game elements in educational settings, and playful learning, as a strategy focused on meaningful experience, allow the classroom to be transformed into a dynamic, collaborative, and motivating space. Through components such as challenges, rewards, narratives, and teamwork, these methodologies promote the development of linguistic, socio-emotional, and digital skills. The study employs qualitative techniques, including participant observation, semi-structured interviews, and focus groups, to understand students' perceptions and experiences with these strategies. The expected results include improved motivation, academic performance, and active participation in English language learning. Finally, the benefits, risks, and conditions necessary for the effective implementation of these methodologies are discussed, highlighting the importance of teacher training, contextualized pedagogical design, and actively listening to student voices. It is concluded that gamification can be a transformative tool for a more inclusive, meaningful education that is connected to the challenges of the 21st century.