Gamification for the improvement of teaching-learning of language and literature

Abstract

This article addresses the methodological challenges of 21st-century teaching, where technology and interactivity play a crucial role. It responds to the need to modernize education by integrating digital tools and gamification strategies. The main objective is to propose gamification strategies that enhance the teaching-learning process in the field of Language and Literature, thereby increasing student motivation and academic performance. The research employs a mixed methodology (qualitative-quantitative) that allows for a comprehensive analysis of this approach. It highlights that gamification not only transforms teaching by making it more dynamic and participatory but also aligns with contemporary learning theories such as flow theory and self-determination theory, which emphasize the importance of intrinsic motivation. Additionally, it fosters greater student engagement with content and enables teachers to design innovative didactic strategies that strengthen the curriculum. The findings reveal that incorporating gamification elements in the classroom promotes higher levels of student involvement and commitment, consequently improving their reading and writing skills. To analyze the relationship between gamification and academic performance, Pearson correlation analysis was employed. This statistical test determined the degree of linear association between both variables. Furthermore, an analysis of variance (ANOVA) was conducted to compare pretest and posttest results between experimental and control groups. In conclusion, it is essential to advance towards practical studies that integrate gamification tools in the classroom to transform learning into a dynamic, motivating, and meaningful experience.