Literature Review:

Gamification, which has proven to be an effective tool in English language teaching, plays a crucial role in increasing student motivation and engagement. According to ^{Abrams and Walsh (2014)} and Thompson and von Gillern (2020), integrating playful elements and game mechanics into the learning process awakens greater interest and active participation among students. This innovative approach, transforming the learning experience from a task into an exciting adventure, has been particularly effective in capturing students' attention and maintaining their motivation. This is especially true in the current context where technology and digital games are an integral part of young people's lives. Additionally, ^{Feng et al. (2023)} highlight how gamification facilitates vocabulary retention. Vocabulary retention is one of the most challenging aspects of learning a second language, and the effective use of gamification strategies can significantly aid in overcoming this challenge, making the learning process more engaging and effective.

By using gamification strategies such as point systems, badges, and leaderboards in vocabulary learning activities, students find additional incentives to consolidate their knowledge. These strategies not only make the learning process more engaging but also enhance the students' ability to remember and use new vocabulary effectively. Furthermore, playful activities in gamification help establish stronger and more lasting connections with words and their meanings. This happens because students become more engaged and emotionally involved in the learning process, leading to a deeper understanding and retention of the material.

Waluyo and Bakoko (2021) and ^{Luo (2023)} emphasize the applicability of gamification in various educational contexts, highlighting its flexibility and adaptability. From traditional classrooms to online learning environments, gamification can be implemented in diverse ways to enrich the educational experience. This adaptability is particularly beneficial in making the learning process more inclusive and tailored to individual student needs. In schools with limited resources, for example, educators can use low-cost or non-technological games. On the other hand, in more technologically advanced environments, digital platforms and mobile apps can be leveraged to create immersive and personalized learning experiences. This approach ensures that gamification can be effectively utilized regardless of the resource availability in different educational settings.

"Moreover, gamification offers opportunities for inclusive and differentiated teaching. By customizing activities and challenges, educators can tailor the learning experience to the individual needs and abilities of each student. This approach promotes a more equitable and accessible learning environment, ensuring that every student, regardless of their background or skill level, can benefit from the educational experience. Gamification stands out as a versatile and effective approach to English language teaching, offering significant benefits in terms of motivation, retention, and student engagement. Its adaptability across different contexts and educational needs makes it a valuable tool for educators striving to enhance English teaching in the 21st century (^{Jensen, 2016}).

For instance, ^{Chiang's (2020)} study highlights the importance of cooperative activities in vocabulary learning. Such activities foster a collaborative learning environment where students can work together and learn from each other, thereby enhancing their vocabulary skills. Similarly, ^{Medina and Hurtado (2017)} focus on the role of motivation in learning through gamification. Their research underscores how gamification can ignite a student's intrinsic motivation to learn, making the process more enjoyable and effective.

In the Ecuadorian context, English language teaching faces particular challenges derived from its cultural diversity and variability in educational resources. As noted by ^{Jensen (2016)} and ^{Schmitt et al. (2019)}, it is crucial to adapt educational strategies to specific cultural contexts to ensure that learning is relevant and accessible to all students. This involves understanding the needs, interests, and socioeconomic environment of Ecuadorian students, as well as valuing and respecting the country's cultural richness. Research studies like ^{Peters (2018)} and ^{Pellicer-Sánchez (2016)} suggest that gamification could be particularly effective in environments with limited resources, such as those found in some regions of Ecuador.

Gamification, which requires relatively low resources compared to other technologically advanced approaches, offers a viable and attractive solution for schools facing budget constraints. Moreover, its adaptable nature allows integration into different types of educational environments, from rural to urban classrooms, and can be implemented with various degrees of technological support. ^{Meara and Miralpeix (2017)} and ^{Macis and Schmitt (2017)} support the implementation of gamification in Ecuador, suggesting it can be a powerful tool to overcome some of the obstacles in English teaching. For example, gamification can facilitate a more interactive and communicative language learning experience, which is essential in a country where English is not the native language.

Despite the growing interest and adoption of gamification in language teaching, there are notable gaps in its application, especially in specific contexts like Ecuador. As ^{Laufer and Aviad-Levitzky (2017)} and González-Fernández and ^{Schmitt (2019)} pointed out, it is essential to investigate how gamification can be effectively implemented in educational environments with unique characteristics like those in Ecuador. This presents a significant challenge, as the effectiveness of gamification can be influenced by a series of contextual and cultural factors unique to the country. González-Fernández (2018) emphasizes the need to better understand how Ecuadorian students acquire and retain English vocabulary. This understanding is crucial for designing gamified strategies that are relevant and effective for students.

"In Ecuador, with its cultural and linguistic diversity, teaching methods and approaches must be carefully adapted to ensure they are inclusive and relevant for students from different backgrounds and levels of linguistic competence. Future research in this field should focus on identifying which elements of gamification are most effective in the Ecuadorian context. This includes exploring different types of games, levels of interactivity, themes, and content that resonate with students. Additionally, it is vital to examine how gamification can be integrated into the existing curriculum in a way that complements and reinforces traditional teaching methods, rather than acting as a substitute or distraction. Another important area of research is the impact of gamification on equity and access to education. In Ecuador, where disparities in access to technology and educational resources can be significant, it is crucial to study how gamification can be implemented equitably (^{Medina & Hurtado, 2017})."

Participants

This research focused on examining the influence of gamification on English vocabulary learning. The sample consisted of 30 students who were enrolled in the 8th grade at a private school in Ecuador. All selected students were aged between 11 and 12 years. In selecting participants, the emphasis was placed on their academic characteristics and interests, rather than detailing their gender distribution. These students were chosen for their demonstrated motivation and enthusiasm towards English learning, as well as their willingness to actively participate in gamification activities. It is important to note that the English proficiency levels of these students varied, with levels ranging from A1 to A2 and A1.1, according to the Common European Framework of Reference for Languages. This range of proficiency levels provided a diverse perspective on the impact of gamification on vocabulary acquisition and allowed for a broader understanding of its effectiveness across different stages of language learning.

All participants had regular access to the internet and owned personal technological devices such as tablets, smartphones and laptops. This technological availability was crucial for the effective implementation of the proposed gamification strategies in the study. "It was essential that students had the ability to interact with gamification platforms in both scenarios; in the classroom and at home, thus ensuring a smoother and more integrated inclusion of these activities within their overall language learning experience."

For the participant selection, specific criteria were established, including the students' demonstrated motivation and interest in learning English, as well as their willingness to actively participate in gamification activities. The selection process was conducted by the English course teacher, who, based on their observations and knowledge of the students, identified those who showed the most enthusiasm and potential to benefit from the proposed teaching methodology. This selection approach aimed to ensure effective student participation in the project, as well as a diverse and equitable representation of linguistic skills and competencies within the chosen group. Students were chosen based on a combination of their academic performance and their interest and attitude towards language learning. The researchers utilized a combination of online games and interactive activities, like digital crosswords and thematic quizzes to promote learning.

"The participation of these students in the study was framed within an academic period of one trimester, during which various gamification activities were carried out, with a specific focus on enriching English vocabulary. The following details what was done each month:

During the first month of the study, we began with a vocabulary assessment to determine the starting level of each student, which was crucial for tailoring the upcoming activities. The students were then introduced to the basic concepts of gamification, a step that involved familiarizing them with various platforms and tools integral to the gamified activities. To engage the students and stimulate their interest and motivation, we implemented simple yet engaging gamification activities. These activities were designed not only to integrate seamlessly into their standard English curriculum but also to provide an interactive and enjoyable learning experience. Additionally, to reinforce the vocabulary learning process, extra-class tasks were assigned. These tasks served as an extension of the classroom learning, allowing students to further practice and apply the vocabulary in different contexts.

In the second month of the program, the complexity and variety of gamification activities were notably increased, encompassing a broader range of vocabulary games and linguistic challenges to further engage the students. These activities were strategically designed to progressively enhance the students' vocabulary and language skills. Alongside these interactive tasks, additional vocabulary-related assignments were introduced to reinforce the learning objectives. Concurrently, formative assessments were regularly conducted, providing valuable insights into the students' progress. This ongoing evaluation was essential in enabling us to tailor and adjust learning strategies effectively to meet the evolving needs of the students. These assessments not only tracked the improvement in vocabulary acquisition but also helped in identifying areas that required more focus, ensuring a more personalized and effective learning experience.

During the third month, the intensity of the activities and complementary tasks was significantly ramped up. We introduced more complex and challenging activities, which not only enhanced the learning experience but also fostered a sense of competition and collaboration among the students. To consolidate the vocabulary learning, extra-class tasks were intensified, requiring students to apply their knowledge in more demanding contexts. This period was also essential for preparing the students for the final assessment. The focus of the activities and tasks shifted towards those areas of vocabulary that required additional reinforcement, ensuring a comprehensive understanding and retention. This targeted approach helped students to solidify their grasp on more challenging aspects of the language, equipping them with a robust vocabulary foundation. The combination of competitive and collaborative elements in the activities served to keep the students engaged and motivated, while the increased rigor of the tasks ensured a deeper level of learning.

In an additional month of follow-up, after the completion of the trimester, a pivotal final assessment was carried out to measure the retention of vocabulary and evaluate the effectiveness of the gamification strategies implemented throughout the course.

"This assessment was designed to provide a comprehensive understanding of how well the students retained the vocabulary they had learned and the long-term impact of gamification on their language acquisition. Alongside this, an analysis was conducted of the students' motivation and attitudes towards language learning."

This structured and progressive approach, encompassing both in-class activities and additional tasks outside the classroom, allowed for an effective implementation of gamification. It was tailored to meet the individual needs and learning pace of each student, thereby ensuring a robust and engaging learning experience. ^{Luo (2023)} suggests that such an approach not only facilitates the adaptation of teaching methods to suit diverse learning styles but also provides a solid foundation for assessing the long-term retention of the acquired vocabulary. Moreover, it contributes to maintaining a sustained interest in English learning among students, an essential aspect of language education in a dynamic educational landscape.

Instruments:

Design, Procedure, and Data Analysis:

Conclusions of the Design and Procedure:

This methodological approach provided a comprehensive and detailed understanding of the impact of gamification on the acquisition and retention of English vocabulary. The combination of quantitative and qualitative methods allowed for a rich and nuanced evaluation, highlighting both measurable changes in student performance and subjective experiences and attitudes towards gamification.

The study results underscore the efficacy of gamification as a pedagogical tool, particularly in its ability to increase student motivation and improve vocabulary retention. Adapting gamification activities to the regular curriculum, along with considering contextual and cultural factors, was crucial to ensuring that these strategies were both effective and relevant in this specific educational setting.

Furthermore, the study provides valuable evidence for educators and curriculum designers on how innovative strategies, like gamification, can be effectively integrated into the classroom to enhance language learning. This research underscores the importance of tailoring educational tools to the needs and contexts of students, ensuring more engaging and effective learning.

Improvement in Vocabulary:

Motivation and Participation:

Performance by Age:

Access to Technology:

Comparison with Previous Studies:

RECOMMENDATIONS

This study suggests several avenues for future research and development in gamification for English vocabulary learning. Comparative studies involving various age groups and educational levels are essential to understand the effectiveness of gamification in different learning contexts. These studies could offer a comprehensive view of how gamification techniques adapt across educational stages and provide insights into tailoring strategies for diverse learner groups. Additionally, exploring a broader range of gamification tools and platforms is crucial. This exploration should focus on assessing which tools are most effective for English vocabulary learning and how they adapt to different educational settings, including those with limited technological resources.

Longitudinal studies are also vital for evaluating the long-term impact of gamification on vocabulary retention and sustained student motivation. Such studies would help to understand the enduring effects of gamification over time and its ongoing relevance in language learning. Furthermore, research into how gamification can be integrated more effectively into existing English curriculums is important. This integration should aim to ensure that gamification complements traditional teaching methods, enhancing rather than replacing them. Investigating the accessibility and equity of gamification is crucial, particularly in areas with limited technology access. This research should focus on developing inclusive gamification approaches that are adaptable to diverse socioeconomic and cultural contexts.

Finally, it's beneficial to include students' opinions and preferences more actively in designing and implementing gamification activities. This inclusion ensures that gamification strategies are not only relevant and engaging but also effectively aligned with students' needs and expectations. Encouraging collaboration among experts in gamification, linguistics, educational psychology, and technology could lead to the development of more innovative and effective teaching approaches. This collaborative approach would contribute to enriching the field of English language education with creative and impactful gamification strategies.

LIMITATIONS

This study presents several limitations that should be considered. Firstly, it focused on a specific group of 8th-grade students, aged between 11 and 12 years, which limits the possibility of generalizing the results to other age groups or educational levels. Future research could explore the impact of gamification on different age groups and educational stages to gain a broader understanding of its effectiveness.

Another significant limitation is the size and diversity of the sample. Consisting of 30 students from a private school in Ecuador, the results may not reflect the broader demographic and socioeconomic diversity of the student population. Therefore, it would be useful to conduct studies with larger and more diverse samples to achieve more representative results.

Additionally, although most students reported having good access to technology, the study did not thoroughly examine variations in the quality and frequency of technology use among participants. This difference in access and technological quality could significantly influence the effectiveness of gamification activities. The duration of the study, which extended over a trimester with an additional month of follow-up, is another limitation. A longer period could provide more detailed insights into long-term vocabulary retention and the persistence of student motivation in relation to gamification.

On the other hand, the study's focus was primarily on vocabulary retention and motivation, without addressing other aspects of language learning, such as listening comprehension, speaking, and writing. This limits the understanding of the full impact of gamification on English language learning. Although the study employed a mixed-methods research approach, it could benefit from incorporating more robust qualitative methodologies to gain a deeper understanding of individual students' experiences with gamification.

The study also did not explore in detail which specific elements of gamification were most effective. Understanding which types of games, levels of challenge, and types of feedback are most beneficial could be crucial for optimizing gamification strategies in the future.

Finally, although conducted in the Ecuadorian context, the study did not delve into how cultural and contextual differences might influence the effectiveness of gamification. This consideration is essential for adapting gamification to diverse educational and cultural environments.