Revista de Investigación en Ciencias de la Educación

Vol. 4, No 8, julio - diciembre 2026, 33-48

ISSN: 3073-1461

https://revistasfiecyt.com/index.php/riced

Innovated teaching with gamification to enhance students’ reading

comprehension

Enseñanza innovadora con gamificación para mejorar la comprensión lectora

de los alumnos

Maritza Elizabeth Jiménez Aguilar

Maritza Jacqueline Villacis Lizano

Autor de correspondencia:

mjimenez52@indoamerica.edu.ec

Universidad Tecnológica Indoamérica.

Ecuador.

mjimenez52@indoamerica.edu.ec

https://orcid.org/0009-0000-7594-918X

Universidad Tecnológica Indoamérica.

Ecuador.

maritzavillacis@uti.edu.ec

https://orcid.org/0000-0001-5935-707X

Datos del artículo:

Recibido: marzo 19, 2026

Aceptado: abril 17, 2026

Publicación: julio 08, 2026

Keywords:

Gamification, reading

comprehension, efl, ict, motivation,

public education.

Palabras clave:

gamificación, comprensión lectora,

efl, tic, motivación,

educación pública.

DOI:

https://doi.org/10.53877/3pj6rf87

Este artículo está bajo la licencia

Abstract

This study examines the impact of gamification on English reading

comprehension among A2-level students in an Ecuadorian public

school. Using a qualitative action research design, 33 students

participated in the intervention. A diagnostic test revealed

predominantly basic and limited reading skills, particularly in

inference and implicit interpretation. Gamified strategies were

implemented through digital platforms such as Kahoot and Wordwall,

incorporating points, levels, challenges, and immediate feedback. Data

were collected through a diagnostic test, a reflective teacher journal,

and a focus group, allowing methodological triangulation. Findings

indicate increased motivation, classroom participation, and interaction,

as well as improvements in identifying main ideas and specific details.

Gamification also reduced anxiety associated with reading tasks. The

study concludes that gamification is an effective pedagogical strategy

for enhancing reading comprehension in EFL contexts by fostering

meaningful, engaging, and student-centered learning experiences.

Resumen

El presente estudio analiza el impacto de la gamificación en el

desarrollo de la comprensión lectora en inglés en estudiantes de nivel

A2 de una institución pública ecuatoriana. A partir de un enfoque

cualitativo bajo el método de investigación-acción, se trabajó con una

muestra no probabilística de 33 estudiantes. Inicialmente, se aplicó una

prueba diagnóstica que evidenció niveles predominantemente básicos

y limitados de comprensión lectora, especialmente en habilidades de

inferencia e interpretación implícita. Posteriormente, se

implementaron estrategias gamificadas mediante plataformas digitales

como Kahoot y Wordwall, integrando elementos como puntos, niveles,

desafíos y retroalimentación inmediata. La recolección de datos se

realizó a través de tres instrumentos: prueba diagnóstica, diario

reflexivo docente y grupo focal, permitiendo la triangulación

metodológica. Los resultados evidenciaron un incremento significativo

en la motivación, participación e interacción en clase, así como mejoras

en la identificación de ideas principales y detalles específicos. Además,

se observó una reducción de la ansiedad frente a tareas de lectura en

lengua extranjera. Se concluye que la gamificación constituye una

estrategia pedagógica efectiva para fortalecer la comprensión lectora

Maritza Jiménez / Maritza Villacis

RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 33-48 34

en contextos EFL, promoviendo un aprendizaje más dinámico,

significativo y centrado en el estudiante.

Forma sugerida de citar (APA):

Jiménez Aguila r, M. E. y Villacis Liza no, M. J. (2026). Innovated teaching with gamification to enhance

students’ reading comprehension. RICEd: Revista de Investigación en Ciencias de la Educación. 4(8), 33-48.

https://doi.org/10.53877/3pj6rf87

INTRODUCTION

English has consolidated its position as the most widely used language for international

communication, academic Exchange, scientific production, and Access to global knowledge.

In the contemporary world, English proficiency is no longer perceived as an option or

complement, but rather as a fundamental competence that directly influences educational

equity, academic achievement, and future professional opportunities. According to global

estimates, more than 1.5 billion people worldwide use English as a first, second, or foreign

language, with the majority of speakers belonging to non-native contexts (Crystal, 2019). This

reality places an important pressure on educational systems, especially in developing

countries, to ensure that English language instruction is effective, inclusive, and responsive to

the demands of the twenty-first century.

Within this global context, English as a Foreign Language (EFL) education has

undergone significant transformations, driven primarily by technological advances, changes

in learners’ cognitive profiles, and evolving pedagogical paradigms. Traditional approaches

based on memorization, repetitive drills, and teacher-centered instruction have been

insufficient to meet the learning needs of contemporary students. Today’s learners are

immersed in digital environments characterized by interaction, multimodal content, and

immediate feedback, which shape their expectations and engagement with learning processes.

In consequence, teachers are challenged to adopt innovative strategies that not only facilitate

language acquisition but also foster motivation, autonomy, and meaningful learning.

Among the four core language skills, reading comprehension occupies a crucial role

in academic success and lifelong learning. Reading is useful as a Gateway to knowledge across

disciplines, enabling learners to access information, interpret meaning, and develop critical

thinking skills. In EFL contexts, reading comprehension usually represents one of the most

challenging competencies for students, especially at lower intermediate levels such as A,

according to the Common European Framework of Reference for Languages (CEFR). At this

stage, learners are expected to understand short, simple texts linked to a familiar topic,

identify specific information, and understand the main ideas of written materials. However,

empirical evidence consistently indicates that a lot of A2-level learners struggle to meet the

expectations, especially in public education systems where resources, training, and

instructional innovation may be limited.

The importance of addressing reading comprehension difficulties in EFL classroom is

widely recognized in international educational research. Reading comprehension is not a

passive process of decoding words; rather, it involves a set of complex cognitive operations

such as activating prior knowledge, making inferences, monitoring understanding, and

constructing meaning from text (Laličić & Dubravac, 2021). When students fail to develop

these skills adequately, their overall language proficiency and academic performance are

adversely affected. Furthermore, poor reading comprehension can lead to frustration, low

self-esteem, and lack of motivation to engage with English learning tasks, thereby creating a

negative cycle that further hinders progress.

Innovated teaching with gamification to enhance students’ reading comprehension

During the last years, the integration of Information and Communication Technologies (ICT)

into education has been promoted as a means of enhance teaching and learning processes

across disciplines, including EFL instruction. Digital tools offer opportunities to create

interactive, learner-centered environments that can address diverse learning styles and

promote active engagement. However, technology alone does not guarantee significant

learning outcomes. The effectiveness of ICT integration depends largely on the pedagogical

strategies employed and the extent to which technological resources are aligned with clear

instructional objectives. As a result, educational researchers and teachers have increasingly

turned their attention to methodologies that combine technological affordances with sound

pedagogical principles.

One of these methodologies is gamification, which is defined as the application of

game elements and mechanics in non-game contexts with the purpose of enhancing user

engagement, motivation and performance (Chan & Lo, 2024). In educational setting,

gamification involves incorporating elements such as points, badges, levels, challenges,

immediate feedback into learning activities. These elements are designed to stimulate

learners’ intrinsic and extrinsic motivation, promote sustained attention, and transform

routine task into more engaging experiences. Unlike game-based learning, which typically

involves the use of complete educational games, gamification focuses on integrating specific

game dynamics into existing instructional frameworks. The relevance of gamification in

education has grown substantially over the past decade, in response to the learning

preferences of digital-native students. Research indicates that gamified learning environments

can increase student motivation, participation, and persistence, while also supporting the

development of cognitive and metacognitive skills. In EFL contexts, gamification has been

associated with improvements in vocabulary acquisition, grammar practice, and oral

participation. Nevertheless, despite the literature on gamification in language learning, its

specific impact on reading comprehension remains underexplored in countries like Ecuador.

The Ecuadorian educational context presents a compelling case for investigating

innovative strategies such as gamification in EFL instruction. English is a mandatory subject

in schools, and national educational policies emphasize the importance of developing

communicative competence aligned with international standards. Nevertheless, several

structural and pedagogical challenges continue to affect the quality of English language

education, especially in public institutions. Among these challenges are insufficient teacher

training in ICT integration, limited availability of technological resources, and a persistent

reliance on traditional, text-book centered teaching approaches.

Gamification emerges as a particularly relevant strategy for addressing both

motivational and cognitive challenges associated with English reading comprehension. By

integration game elements into reading activities, teachers can create learning environments

that are more engaging, interactive, and linked to students’ interests. Gamified platforms such

as Kahoot and Wordwall, which were implemented in the present study, offer opportunities

to design reading comprehension tasks that incorporate competition, collaboration, and

immediate feedback. These platforms allow students to interact with texts dynamically, test

their understanding in real time, and receive reinforcement for their efforts, thereby

enhancing both motivation and comprehension.

The relevance of this study is further reinforced by its alignment with the research line

of Educational Technology and Mediated Pedagogy. This line of research emphasizes the

strategic integration of technological tools to enhance teaching and learning processes

particularly in context where traditional methodologies have proven insufficient. By

examining gamification as strategy for developing English reading comprehension, the

Maritza Jiménez / Maritza Villacis

RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 33-48 36

present research contributes to a growing body of knowledge that seeks to understand how

technology-mediated pedagogies can address persistent educational challenges.

Ultimately, technology should be regarded as a valuable ally in enhancing educational

processes, particularly in the development of English reading comprehension. This is due to

students’ natural inclination toward technological activities and educational games within the

classroom setting. Consequently, the use of gamification can significantly reinforce the

learning process by promoting greater engagement and supporting the retention of

grammatical structures essential for effective communication.

Problem statement

At the global level, there is a growing emphasis on defining and implementing new

educational methodologies and standards aligned with the competencies that 21stcentury

learners are expected to acquire. Consequently, the training and preparation of all educational

stakeholders within the Educational Unit must be aligned with emerging technological

literacies to operate effectively in today’s globalized knowledge era. Nevertheless, innovative

methodologies such as gamification continue to face challenges, particularly when confronted

with traditional educational models that resist change and struggle to accept play as a

legitimate component of the learning process.

Technological gamification aligns with emerging educational standards and fosters

student progress (Christopoulos & Mystakidis, 2023). However, the Ecuadorian public

education system faces several limitations and challenges, including insufficient knowledge

and the absence of public policies aimed at training both teachers and students in the effective

use of ICT tools. This situation has become a widespread issue that hinders the full integration

of technology into the teaching-learning process (Chan & Lo, 2024).

There are several factors contributing to the resistance toward the implementation of

technological gamification as a methodology for developing English reading comprehension

skills. Among the most significant is the inadequate application of reading comprehension

strategies by teachers, who often rely excessively on decoding text without fostering a deeper

connection to meaning (Christopoulos & Mystakidis, 2023). Additionally, many educators fail

to activate students’ prior knowledge or encourage reflection on the content read, which

hinders the development of creativity and critical thinking. On the learners’ side, there is a

notable lack of motivation toward reading activities, often stemming from disinterest in the

topics, difficulties with concentration, or the perception that reading is a tedious or

unproductive task (Cheng et al., 2025).

These issues frequently result in monotonous classes delivered in traditional,

uninspiring learning environments. Based on the experience of a teacher working with A2-

level classrooms and within the public education system more broadly, it is evident that there

is a significant shortage of technological resources, such as internet connectivity, digital

devices, and adequate training, which negatively impacts the quality of education and

contributes to a growing digital divide among students. The implementation of technological

gamification at the A2 level students in a public institution enhances students' reading

comprehension, motivation, and engagement in English language learning, thereby

contributing to improved academic performance and the development of essential language

skills.

Innovated teaching with gamification to enhance students’ reading comprehension

Theoretical Framework

Use of ICT in English Language Learning

In contemporary times, global educational demands are increasingly greater regarding the

incorporation of technologies to create more engaging, effective, and motivating learning

environments. Today’s students seek to apply innovative technological tools and generate

dynamic, interactive processes both inside and outside the classroom (Pérez Cascante &

Ramírez Ávila, 2022). For this reason, it is essential to update curricula, strengthen

pedagogical approaches, and continuously prepare teaching staff with relevant competencies.

Furthermore, educational institutions must recognize and address the evolving profile of

incoming students, which directly results from their immersion in a society characterized by

rapid and constant technological changes.

Information and Communication Technologies (ICTs) in English language learning

have significantly transformed how students engage with content and have facilitated the

development of essential language skills, such as reading comprehension. According to Chan

& Lo (2024), ICTs enhance motivation and interaction by providing multimodal environments

that integrate text, images, and audio, thereby stimulating diverse linguistic abilities in the

process of English learning. At present, a wide variety of digital platforms and multimedia

resources combining text, audio, video, exercises, and interactive games support independent

and personalized practice, which are fundamental components in the teaching and learning

of English as a foreign language.

In the EFL classroom, Information and Communication Technologies (ICTs) can be

employed to design interactive, engaging, and collaborative activities aimed at enhancing

reading comprehension through dynamic instructional strategies. For instance, teachers may

implement inference exercises, utilize online games to reinforce vocabulary, and incorporate

formative assessment tools such as automated quizzes. ICTs may also serve to present

interactive content, provide immediate feedback, personalize learning pathways, and

facilitate peer collaboration, among other advantages. In this manner, technology functions as

a valuable ally in fostering critical reading skills and promoting deep comprehension.

Motivation in the EFL Classroom

A decisive factor in student success is learning motivation, particularly in the context of

foreign language acquisition, as it directly influences learners’ effort, persistence, and

willingness to engage in educational activities. According to Maimaiti & Hew, (2025).

Motivation may be intrinsic, arising from personal interest and satisfaction in learning, or

extrinsic, stemming from external rewards such as grades, recognition, or incentives. Within

the English as a Foreign Language (EFL) classroom, understanding these forms of motivation

enables teachers to design pedagogical strategies that effectively foster student engagement

and active participation.

Motivated students can take on linguistic challenges, explore new forms of expression,

and maintain continuous learning. This creates an environment conducive to building

stronger, more sustainable, and transferable communicative skills across various contexts. For

this reason, in the English classroom, students must be encouraged through the design of

authentic, engaging, and interactive activities centered on their interests and real-life needs.

For example, collaborative projects, structured debates, creative role-plays, or relevant

language games can be implemented to promote active participation. The teacher’s role is that

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RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 33-48 38

of a mediator who intentionally fosters motivation through meaningful, transformative, and

enriching learning experiences (Cajamarca et al., 2020).

Developing English Reading Comprehension

Developing English reading comprehension in EFL contexts entails not only the decoding of

words but also the active construction of meaning from written texts. In this regard, it

highlights that effective reading comprehension requires learners to activate prior schemata,

identify main ideas, and recognize specific details in order to critically interpret information

(Alvarez et al., 2026). Within the process of English language learning, this skill is cultivated

through structured activities that integrate both extensive and intensive reading, carefully

adapted to the linguistic level of the group (Laličić & Dubravac, 2021).

The consistent application of strategies such as skimming (global reading) and

scanning (focused reading) enables students to process information more efficiently (Pido &

Mubarokah, 2024), The significance of these strategies lies in their contribution to cognitive

development, as they require learners to connect new linguistic structures with their prior

knowledge of both language and the world. A fundamental aspect of developing reading

comprehension is sustained exposure to a wide range of text genres and formats that reflect

real-life contexts in which English is used (De Wilde et al., 2020; Tran & Miralpeix, 2024).

Consequently, teachers may select authentic and up-to-date materials, including gamified

resources, with the communicative purpose of fostering interest and motivation.

The development of reading strategies mediated by ICT and gamification should

enable students to plan the overall reading task, while also considering their own context,

motivation, and availability (Fahad Alzuhair & Mohammed Alkhuzaim, 2022). Moreover,

such strategies should support the monitoring, revision, and regulation of what has been read,

as well as appropriate decision-making in accordance with the intended objectives. Some

authors underscore that effective reading requires the use of strategies such as anticipation,

purpose-setting, and hypothesis testing, which must be explicitly taught at each stage: pre-

reading, during reading, and post-reading (Bungacho & Palacios, 2026). Consequently, it is

essential to design engaging learning environments in which students utilize virtual platforms

or digital games to interact with content, receive immediate feedback, and strengthen their

textual analysis skills.

Levels of Reading Proficiency in a Foreign Language

Levels of reading proficiency in a foreign language correspond to the cognitive and linguistic

skills that students progressively develop as they interact with written texts presented in

diverse formats and authentic contexts. Beginning levels emphasize word decoding and literal

comprehension, whereas intermediate levels promote inferences, synthesis, and organization

of ideas, ultimately progressing toward critical and reflective reading at more advanced levels

of language learning proficiency (Safitri & Melati, 2023).

These levels function as a guide for selecting the most appropriate tasks to strengthen

communicative competence and are particularly valuable in EFL classrooms, where

instruction seeks to balance linguistic accuracy with textual fluency. In terms of classroom

application, reading activities must be carefully designed to address students’ needs and

proficiency levels. Teachers may employ graded texts, visual diagrams, and collaborative

activities to reinforce both comprehension and written production, thereby enabling students

to progress from controlled tasks to more open and authentic activities (Yamasque Martínez

et al., 2024). In the case of reading, learners advance from short, adapted texts to longer and

Innovated teaching with gamification to enhance students’ reading comprehension

more authentic materials, a progression that ensures increasingly meaningful and sustainable

learning.

The gamification resources offered by ICTs assist students in identifying both

strengths and areas for improvement in reading comprehension, thereby fostering greater

autonomy and reflective learning (Julita, 2023). They also enable teachers to adjust their

pedagogical practice to address the different stages of proficiency, achieving more strategic,

adaptive, and effective learning outcomes across diverse educational contexts and

communicative situations (Deterding et al., 2011).

Gamification in the EFL Classroom

Gamification refers to the incorporation of game elements into non-game contexts, such as

classrooms, to motivate, engage, and enhance learning processes. Advances in technology

have reshaped educational environments, making this strategy an effective pedagogical tool

for fostering student engagement, promoting persistence, and generating more meaningful

learning experiences. Gamification as the application of game dynamics, mechanics, and

aesthetics in educational contexts, with the explicit aim of transforming routine academic

tasks into more engaging, challenging, and rewarding activities that stimulate motivation and

sustained participation (Christopoulos & Mystakidis, 2023).

In the English as a Foreign Language (EFL) classroom, gamification allows students to

confront linguistic challenges within a safe and motivating environment, thereby fostering

greater confidence and autonomy. This perspective aligns with the notion that learning

through play facilitates the acquisition of communicative skills and supports long-term

knowledge retention. In this regard, gamification may be implemented in the EFL classroom

through digital platforms, group dynamics, and face-to-face activities that incorporate

rewards, points, badges, and progress levels (Cajamarca et al., 2020).

In line with the above, gamification can strongly engage students through its elements

of challenge and recognition, while also fostering extrinsic motivation through visible

rewards. Within this approach, the learner assumes the role of the central protagonist in the

educational process, consistent with contemporary student-centered methodologies (Julita,

2023). It is important to highlight, however, that the effective implementation of gamification

in the English classroom requires careful planning and adaptation to the specific needs and

characteristics of the group (Chan & Lo, 2024; Li et al., 2024).

Essential Steps for Designing an Effective Gamification Framework

Designing an effective gamification framework necessitates a well-structured plan and a

precise definition of learning objectives, as these serve to guide the selection of appropriate

platforms, mechanics, and dynamics. It is crucial to identify the specific competencies to be

developed and the outcomes expected from students, ensuring that gamification functions not

merely as a recreational component but as a means of achieving concrete pedagogical

objectives(Vásquez et al., 2025). In the context of English language learning, this process

involves determining whether the primary goal is to enhance reading comprehension, foster

oral production, or strengthen vocabulary acquisition (Maimaiti & Hew, 2025).

It is essential to understand the characteristics of the audience participating in

gamification by identifying their motivations and interests, thereby enabling the design to be

tailored to their specific needs. Furthermore, it is necessary to define the desired behaviors in

learners, taking into account their prior experience. Equally important is the establishment of

the game’s dynamics and elements, such as points, badges (virtual rewards), or progressive

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RICEd: Revista de Investigación en Ciencias de la Educación, Vol. 4, No 8, julio - diciembre 2026, 33-48 40

difficulty levels, ensuring that challenges remain both achievable and relevant. Emphasizes

that the integration of points, levels, badges, missions, and immediate feedback serves to

sustain attention and reinforce accomplishments, thereby enhancing both intrinsic and

extrinsic motivation(Christopoulos & Mystakidis, 2023).

Once all of these elements are integrated, gamification functions as an effective

pedagogical tool that extends beyond its playful component. Following the completion of the

gamified experience, continuous evaluation, feedback, and adjustments are necessary to

ensure its effectiveness. Monitoring how students interact with activities enables educators to

identify difficulties, adjust levels of complexity, and reinforce the elements that are most

motivating (Chan & Lo, 2024).

Gamification Strategy and Teaching English Reading Comprehension

The gamification educational strategy for reading comprehension employs elements of game

design to enhance student interest and engagement in the learning process. Its

implementation involves not only the introduction of games but also the integration of reward

dynamics, challenges, and problem-solving activities. These strategies, mediated by

gamification through ICTs, allow reading comprehension to be approached progressively

within engaging and meaningful scenarios, transforming texts into missions or challenges to

be accomplished. For instance, each reading task may represent a level to be unlocked, with

immediate feedback facilitating self-regulation of learning and potentially reducing the

anxiety commonly associated with acquiring a foreign language.

In English as a Foreign Language (EFL) classes, gamification can be adapted to support

processes that facilitate reading comprehension. This approach also requires the activation of

prior knowledge, the formulation of hypotheses, and the verification of information.

Understanding a text is not a passive activity, but rather involves the use of cognitive and

metacognitive strategies (Bungacho & Palacios, 2026). In this regard, gamification can

strengthen these strategies by transforming reading into an intellectual challenge, employing

resources such as clues, timers, and rewards to reinforce accurate comprehension (Guanotasig

Cando et al., 2025).

This strategy is particularly valuable in English as a Foreign Language (EFL) contexts,

where linguistic limitations may occasionally diminish student motivation. Through the

integration of game mechanics, educators can design more immersive learning experiences

that support meaning construction, enhance vocabulary acquisition, and promote the

development of inference skills in both engaging and effective ways. Gamified strategy must

be aligned with clearly defined learning outcomes, ensuring that the game dynamics do not

overshadow the instructional content (Rapp et al., 2019). The effectiveness of reading

comprehension development relies on thorough planning and its alignment with both the

learners’ needs and the curricular objectives.

MATERIALS AND METHODS

This study adopted a qualitative approach within an action research design, aimed at

understanding and improving English reading comprehension through the implementation

of gamification strategies supported by Information and Communication Technologies (ICT).

Action research is particularly suitable for educational contexts, as it integrates systematic

inquiry with pedagogical intervention, allowing the researcher to diagnose, act, and reflect in

iterative cycles (Hernández Sampieri et al., 2014). This approach enables not only the analysis

of learning processes but also the transformation of classroom practices.

Innovated teaching with gamification to enhance students’ reading comprehension

Research Design and Variables

The independent variable was the implementation of gamification strategies in reading

activities, operationalized through the integration of digital platforms such as Kahoot and

Wordwall, incorporating elements including points, levels, challenges, and immediate

feedback. These elements are consistent with gamification theory, which emphasizes the role

of game mechanics in enhancing motivation and engagement (Christopoulos & Mystakidis,

2023; Chan & Lo, 2024).

The dependent variable was students’ English reading comprehension, defined as

their ability to identify main ideas, recognize specific details, and make inferences from texts,

in line with contemporary definitions of reading as a cognitive and interpretative process

(Laličić & Dubravac, 2021). Additionally, student motivation and engagement were

considered supporting constructs, given their direct influence on learning outcomes in EFL

contexts (Maimaiti & Hew, 2025).

Participants

The study involved a non-probabilistic sample of 33 A2-level students from a public

educational institution in Ecuador. This sampling method was selected based on accessibility

and relevance to the research context, which is characteristic of qualitative and action research

designs. According to Hernández Sampieri et al. (2014), non-probability sampling allows

researchers to focus on participants who provide meaningful information about the

phenomenon under study.

Research Instruments

Three instruments were employed to collect both quantitative and qualitative data, enabling

methodological triangulation. Triangulation enhances the validity and credibility of findings

by combining multiple data sources and perspectives (Creswell, 2014).

The first instrument was a Diagnostic Reading Comprehension Test, administered as

a pretest to determine students’ initial level of comprehension. The test consisted of eight

open-ended questions designed to assess literal, inferential, and global comprehension.

Responses were evaluated using a four-point analytic rubric, with a maximum score of 32

points, allowing the classification of performance into four levels: high, adequate, basic, and

limited.

The second instrument was a Reflective Journal, used by the teacher-researcher during

the intervention phase. This observation-based tool documented students’ participation,

interaction, motivation, and evidence of reading comprehension development. The journal

followed a structured format, including categories such as activity description, level of

engagement, observed difficulties, and reflective analysis, generating qualitative data on

classroom dynamics.

The third instrument was a semi-structured Focus Group Interview, conducted after

the intervention to explore students’ perceptions, attitudes, and motivation toward gamified

reading activities. The interview included guiding questions addressing perceived learning

improvement, engagement, and the use of ICT tools. Data were analyzed through thematic

categorization to identify recurring patterns and shared experiences.

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Data Collection Procedure

Data collection was conducted in three stages. First, the diagnostic test was applied to

establish a baseline of students’ reading comprehension. Second, gamification strategies were

implemented over a series of reading activities, during which the reflective journal was used

to document the process. Finally, the focus group interview was conducted to gather students’

perceptions after the intervention.

Data Analysis

Data analysis followed a triangulation approach, combining quantitative and qualitative

methods. Quantitative data from the diagnostic test were analyzed descriptively to identify

performance levels. Qualitative data from the reflective journal and focus group were

analyzed using thematic analysis, allowing the identification of key categories such as

motivation, interaction, and reading comprehension development. This approach ensured a

comprehensive understanding of the impact of gamification on both cognitive and affective

dimensions of learning.

RESULTS

The following section presents the results obtained from the first part of the survey

administered randomly to 40 higher education students in Ecuador. Section 1 focuses on the

age range and self-assessed English proficiency.

In this study, the independent variable is the implementation of gamification strategies

supported by ICT tools, specifically the integration of digital platforms such as Kahoot and

Wordwall to design interactive reading activities. Gamification is operationalized through the

incorporation of game elements, including points, levels, challenges, and immediate feedback,

within English reading comprehension tasks. The dependent variable is students’ English

reading comprehension development, which refers to their ability to identify main ideas,

recognize specific details, make inferences, and demonstrate critical understanding of written

texts at the A2 level. Additionally, student motivation and engagement are considered

associated constructs, as they are explored through qualitative evidence collected during the

intervention. These variables are examined through methodological triangulation using a

diagnostic test, a reflective journal, and focus group discussions.

The three instruments were designed to allow methodological triangulation. The

diagnostic test provided baseline quantitative data, the reflective journal documented

behavioral and engagement evidence during the intervention, and the focus group offered

qualitative insight into students’ perceptions and attitudes. Together, these instruments

allowed a comprehensive understanding of the impact of gamification strategies on reading

comprehension.

Diagnostic Test of Reading Comprehension

The diagnostic test of reading comprehension was applied at the beginning of the research

process in order to identify students’ initial level of English reading comprehension. This

instrument is directly related to the first specific objective of the study, which aims to

determine students’ initial level of reading comprehension before the implementation of

gamification strategies.

The diagnostic test consisted of a short reading text followed by open-ended

comprehension questions. Students’ responses were evaluated using an analytic rubric that

Innovated teaching with gamification to enhance students’ reading comprehension

classified performance into four levels: Excellent, Good, Basic, and Limited. The analysis of

the results reveals that most students demonstrated difficulties in higher-order reading skills,

such as inference, identification of implicit information, and elaboration of complete answers.

Although several students were able to identify the main idea of the text, their

responses were often literal and showed grammatical inaccuracies. This indicates that while

students possess basic decoding abilities, they struggle to construct deeper meaning from the

text. The results confirm that students’ initial reading comprehension level is predominantly

basic or limited, which justifies the implementation of gamification-based strategies as an

instructional intervention.

Table 1

Reading Comprehension Levels Based on the Diagnostic Test

Performance

Level

Description of Reading Skills

Observed Trend

Excellent

Accurately identifies explicit and implicit

ideas and provides coherent answers

Rare

Good

Identifies the main idea and some

supporting details

Moderate

Basic

Demonstrates literal comprehension with

partial or inaccurate responses

Predominant

Limited

Shows significant difficulty understanding

the text

Predominant

Note. Source: own elaboration based on the results.

The data presented in Table 1 indicate that the majority of students fall within the Basic and

Limited performance levels. This finding highlights the need for innovative pedagogical

strategies that promote motivation, engagement, and meaningful interaction with reading

texts.

Reflective Teacher Journal

The reflective teacher journal was used during the implementation phase of the gamified

activities. Its purpose was to document classroom experiences, student behavior, emotional

responses, and evidence of reading comprehension development. This instrument is aligned

with the second specific objective of the study, which focuses on implementing gamified

activities to promote English reading comprehension skills. The reflective journal did not

measure the independent variable directly. Instead, it documented observable student

behaviors, participation patterns, and engagement indicators during the implementation of

gamification strategies.

The analysis of the reflective journal entries shows a notable transformation in

classroom dynamics after the introduction of gamification through digital platforms such as

Kahoot and Wordwall. Students displayed higher levels of motivation, active participation,

and collaboration compared to traditional lessons. The journal records that even students who

were previously shy or passive became more engaged in the learning process.

From a pedagogical perspective, the teacher observed improvements in students’

ability to identify the main idea of texts, recognize key vocabulary, and make simple

inferences. Additionally, the use of gamified activities contributed to a reduction in anxiety

commonly associated with reading tasks in a foreign language. The playful and competitive

elements of gamification created a positive learning environment that encouraged risk-taking

and confidence.

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Table 2

Emerging Categories from the Reflective Teacher Journal

Category

Observed Evidence

Pedagogical Interpretation

Motivation

Increased enthusiasm

and participation

Gamification enhances learner

engagement

Interaction

Spontaneous

collaboration among

students

Learning becomes socially mediated

Reading

Comprehension

Improved identification

of main ideas and

details

Cognitive reinforcement of reading

skills

Emotional

Climate

Reduced anxiety and

increased confidence

Supportive and motivating learning

environment

Note. Source: own elaboration based on the results.

Focus Group

The focus group was conducted at the end of the intervention phase in order to explore

students’ perceptions, experiences, and opinions regarding the use of gamification in English

reading comprehension activities. This instrument corresponds to the third specific objective

of the study, which aims to explore students’ perceptions and experiences regarding the

implementation of gamification strategies in reading comprehension lessons.

The focus group analysis reveals that students hold highly positive attitudes toward

gamified learning activities. Participants reported feeling more comfortable, motivated, and

interested during English classes that incorporated digital games. Many students emphasized

that gamification helped them better understand reading texts, retain vocabulary, and

improve grammatical awareness.

Students also highlighted the importance of healthy competition and immediate

feedback as motivating factors. While some technical difficulties were mentioned, particularly

related to internet connectivity, these challenges did not significantly diminish the overall

learning experience. The majority of participants expressed a clear preference for gamified

lessons over traditional instructional methods.

Table 3

Students’ Perceptions of Gamification in Reading Activities

Theme

Recurrent Opinions

Educational Significance

Motivation

Learning is more

enjoyable and engaging

Increased commitment to learning

Reading

Comprehension

Texts are easier to

understand

Enhanced meaning construction

Participation

All students are

encouraged to participate

Inclusive learning environment

Challenges

Connectivity issues

Contextual limitations

Note. Source: own elaboration based on the results.

The focus group findings support the idea that gamification fosters a student-centered

learning environment that promotes active participation and meaningful reading

comprehension.

Innovated teaching with gamification to enhance students’ reading comprehension

Triangulation of Results

In order to strengthen the credibility of the findings, a triangulation of data from the three

research instruments was conducted. The convergence of results from the diagnostic test,

reflective journal, and focus group provides a comprehensive understanding of the impact of

gamification on English reading comprehension.

Table 4

Triangulation of Research Instruments

Research Objective

Instrument

Main Evidence

Diagnose reading

comprehension level

Diagnostic Test

Predominantly basic and limited

reading skills

Implement gamified

strategies

Reflective Journal

Increased motivation and

interaction

Reflect on reading

improvement

Focus Group

Positive student perceptions and

engagement

Note. Source: own elaboration based on the results.

The triangulated results demonstrate consistency across instruments, confirming that

gamification contributes positively to students’ motivation, participation, and development

of English reading comprehension skills.

The findings indicate that A2-level students initially presented low levels of reading

comprehension; however, the implementation of gamification-based strategies led to

increased motivation, improved classroom interaction, and enhanced reading comprehension

skills. These results provide empirical support for the effectiveness of gamification as a

pedagogical strategy in the EFL classroom.

DISCUSSION

The discussion is organized according to the specific objectives of the study, allowing a

coherent interpretation of the findings in relation to the theoretical framework. Regarding the

first objective, the diagnostic test revealed that most A2-level students demonstrated basic and

limited reading comprehension skills, especially in higher-order processes such as inference

and interpretation. Although some learners identified main ideas, their understanding

remained largely literal, confirming a gap between decoding and meaning construction. This

finding aligns with Laličić and Dubravac (2021), who determined that reading comprehension

requires complex cognitive processes, including inference and integration of prior knowledge.

Likewise, Bungacho and Palacios (2026) emphasize that effective reading depends on the

development of cognitive and metacognitive strategies, which appear insufficiently

developed. In consequence, the diagnostic validates the need for pedagogical intervention.

In relation to the second objective, the implementation of gamification by using

platforms such as Kahoot and Wordwall produced a significant improvement in motivation,

participation, and interaction. The results are consistent with Chan and Lo (2024) and

Christopoulos and Mystakidis (2023), who consider that gamification enhances engagement

by integrating elements such as points, challenges, and immediate feedback. From a cognitive

perspective, students showed progress in identifying main ideas, developing inferential skills

and recognizing key vocabulary. This is linked to the idea that ICT-mediated contexts

promote meaningful learning by combining interaction and feedback. Moreover, gamification

reduced anxiety and fostered a positive classroom environment, which is essential in the EFL

context where affective factors influence learning (Maimatu & Hew, 2025).

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Concerning the third objective, the focus group findings indicate that students perceive

gamification as an engaging and effective learning strategy, reporting enjoyment,

comprehension, and willingness to participate. These perceptions are linked to the research

by Cajamarca et. al. (2020) and Julita (2023), who showed that gamification promotes student-

centered learning and active participation. However, some limitations were analyzed,

particularly related to technological obstacles such as Internet connectivity, which may affect

its implementation in public educational contexts.

To sum up, gamification positively impacts both cognitive and affective dimensions

of learning. While students initially led to increased motivation, improved interaction, and

enhanced reading skills. These findings suggest that gamification is an effective pedagogical

strategy in the EFL context, provided that it is carefully plan.

CONCLUSIONS

The diagnostic assessment revealed that most A2 level students initially demonstrated limited

or basic reading comprehension skills. Although some learners were able to identify the main

idea of short texts, they experienced difficulties with inference, interpretation of implicit

information, and complete responses. The results show that the student relied on literal

comprehension and showed weaknesses in higher-order reading skills. The findings confirm

the existence of a gap between students’ decoding abilities and their capacity to construct

meaning from texts. In consequence, the diagnostic stage validated the need for pedagogical

intervention and justified the implementation of innovative strategies, such as gamification,

to address students’ motivational and cognitive challenges in English reading comprehension.

The implementation of gamified activities using digital platforms such as Kahoot and

Wordwall had a positive impact on the learning process. The findings show that gamification

significantly increased student motivation, participation, and interaction during reading

activities. Students became more engaged and willing to participate, including those who

were reluctant or passive in regular lessons. Furthermore, the gamified environment reduced

anxiety and fostered a supportive classroom climate. From a pedagogical perspective,

gamification facilitated the reinforcement of reading strategies, vocabulary acquisition, and

comprehension of main ideas. The implementation phase demonstrated that gamification is

an effective instructional strategy for promoting active learning and meaningful engagement

in English reading comprehension.

The reflection phase, supported by the focus group and the reflective journal, indicated

a clear improvement in students attituded toward reading in English. Students reported

greater enjoyment, confidence, and understanding when engaging in gamified reading tasks.

The results suggest that gamification contributed not only to cognitive improvement but also

to positive emotional and motivational outcomes. Students considered reading activities as

more accessible and less intimidating, which encouraged sustained participation and

collaboration. Although contextual challenges such as Internet connectivity were identified,

they did not outweigh the overall benefits of the strategy. To sum up, gamification proved to

be a valuable approach for enhancing English reading comprehension and fostering a learner-

centered, motivating educational experience.

It is recommended that English teachers integrate gamification strategies in a regular

basis into reading comprehension lessons in order to keep student motivation and

engagement. Educators should receive ongoing training on the effective pedagogical use of

digital tools such as Kahoot and Wordwall to ensure their alignment with learning objectives

rather than using them for entertainment. Schools should strengthen technological

infrastructure, especially internet connectivity, to support the consistent implementation of

Innovated teaching with gamification to enhance students’ reading comprehension

ICT-based strategies. In addition, future research could combine qualitative and quantitative

approaches to measure the long-term impact of gamification on reading comprehension

development. Finally, curriculum designers are encouraged to incorporate gamified activities

into official instructional planning, especially in public school contexts, as a means of fostering

inclusive, Dynamic, and meaningful English language learning experiences.

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