Gamification in virtual environments as an alternative to promote student learning

Abstract

Introduction: In the educational context of Ecuador, the use of virtual environments has grown significantly, especially after the COVID-19 pandemic, which boosted the adoption of distance education. However, gamification as a strategy to improve learning, particularly in Language and Literature, presents deficiencies in its implementation. A diagnosis at the Diez de Agosto Educational Unit revealed obstacles to its effective use. This study aimed to design gamified activities in Moodle to increase motivation and learning in first-year high school students. Materials and methods: Theoretical methods (analysis-synthesis, inductive-deductive, systemic-structural), empirical methods (observation, interviews, surveys, documentary analysis, pedagogical testing), and statistical methods (percentage calculation, descriptive statistics) were used. Results: The results showed that Moodle is an effective tool for developing language skills and reading comprehension, optimizing teaching time and allowing feedback, continuous assessment, and monitoring of student progress through virtual resources. Discussion: The Moodle platform, as a virtual learning environment, supports teaching with academic rigor, enabling communication of subject knowledge and learning outside of the classroom. Conclusions: It is concluded that gamification in Moodle improves learning and motivation, although its implementation needs to be strengthened to overcome the identified weaknesses.