Gamification as a strategy to strengthen online english education in rural areas in Ecuador

Abstract

This study analyzes the effect of gamification as a pedagogical strategy to strengthen English language learning, student motivation, and engagement in rural educational contexts in Ecuador through online instruction. A mixed-methods approach with a quasi-experimental design was adopted, involving secondary school students divided into an experimental group and a control group. The experimental group received English instruction through gamified activities, while the control group followed a traditional online teaching approach. Data collection instruments included vocabulary and grammar tests, motivation questionnaires, digital platform analytics, and semi-structured interviews with students and teachers. The results indicate significant improvements in basic language skills, as well as increased levels of motivation and active engagement among students exposed to gamification. Qualitative findings further reveal positive perceptions related to learner autonomy, enjoyment, and reduced anxiety during the learning process. Despite technological limitations associated with rural settings, gamification emerges as a viable and effective pedagogical strategy for strengthening online English education in resource- constrained environments.