<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632024000200147</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.10641924</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Use of Gamification to Foster Vocabulary in 8th Grade Students in a Private Educational Institution]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de la gamificación para fomentar el vocabulario en estudiantes de 8º de primaria en una institución educativa privada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calle Urgilez]]></surname>
<given-names><![CDATA[Lorena Yadira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quituisaca Barzallo]]></surname>
<given-names><![CDATA[Carmen Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito Tenesaca]]></surname>
<given-names><![CDATA[Elsa Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riera Hermida]]></surname>
<given-names><![CDATA[Fernando Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>4</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632024000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632024000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632024000200147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study examines the implementation of gamification strategies to enrich English vocabulary learning in 11-12-year-old students who are in 8th grade of Basic General Education at a private school in Ecuador. Adopting a mixed-methods design, the research aims to evaluate the effectiveness of gamification in increasing motivation and improving vocabulary retention. Thirty students participated in the study, engaging in a series of gamified activities carefully integrated into their regular English curriculum over an educational term, with additional follow-up to measure long-term vocabulary retention. The results show an average increase of 25% in vocabulary retention and a significant rise in student motivation, demonstrating the efficacy of gamification as an essential tool in the Ecuadorian educational context. These findings highlight the potential of gamification in improving English language teaching, especially in environments requiring innovative and motivational approaches. This study opens new perspectives for the application of gamification in education and suggests possibilities for future research in similar areas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio examina la implementación de estrategias de gamificación para enriquecer el aprendizaje del vocabulario en inglés en estudiantes de 11-12 años que cursan el 8vo grado de Educación General Básica en un colegio privado de Ecuador. Adoptando un diseño de métodos mixtos, la investigación tiene como objetivo evaluar la efectividad de la gamificación para aumentar la motivación y mejorar la retención del vocabulario. Treinta estudiantes participaron en el estudio, involucrándose en una serie de actividades gamificadas cuidadosamente integradas en su currículo regular de inglés durante un término educativo, con un seguimiento adicional para medir la retención de vocabulario a largo plazo. Los resultados muestran un aumento promedio del 25% en la retención de vocabulario y un aumento significativo en la motivación de los estudiantes, demostrando la eficacia de la gamificación como una herramienta esencial en el contexto educativo ecuatoriano. Estos hallazgos destacan el potencial de la gamificación para mejorar la enseñanza del idioma inglés, especialmente en entornos que requieren enfoques innovadores y motivacionales. Este estudio abre nuevas perspectivas para la aplicación de la gamificación en la educación y sugiere posibilidades para futuras investigaciones en áreas similares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[vocabulary]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[vocabulario]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
</kwd-group>
</article-meta>
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