GAMIFICATION AS A PEDAGOGICAL STRATEGY FOR IMPROVING ENGLISH TEACHING-LEARNING

Abstract

This article seeks to investigate the role of gamification in the contemporary educational context, especially in relation to its pedagogical implications and the issue of motivation for learning. The study reveals that gamification stands out as a promising approach to intensify student engagement and motivation. However, it is clear that the effective implementation of gamification in the educational context entails substantial challenges. One of the main obstacles identified is the need to avoid reductionism in the application of playful elements. This implies the relevance of incorporating aspects of games that go beyond the surface, considering the complexity and depth of the teaching and learning process. To reach this scenario, the study starts from theoretical bases, which systematize game elements as pedagogical strategies. A qualitative approach was used that combined bibliographic review and analysis of practical cases to achieve a comprehensive understanding of the phenomenon. The results showed that, although gamification has proven to be a promising strategy for improving student engagement and motivation, its application is not without challenges. Among them, the need for careful implementation that avoids reductionism, that is, the superficial application of game elements without considering the complexity inherent in the teaching-learning process. It is concluded that gamification, to be effective, requires a critical and reflective approach that transcends the mere instrumental use of game mechanics. The importance of considering the different forms of motivation, intrinsic and extrinsic, and how they can be affected differently by gamification is emphasized