Influencia de la gamificación en la motivación intrínseca para el aprendizaje de inglés como segunda lengua

Abstract

Abstract: The present study analyzed the influence of gamification on intrinsic motivation for learning English as a second language in sixth-grade students of Basic General Education at the Padre Jorge Abiatar Quevedo Figueroa Fiscomisional Educational Unit, during the 2025-2026 academic year. The objective was to determine whether the application of gamified strategies had a significant effect on students intrinsic motivation compared with the traditional teaching methodology. The research was conducted under a quantitative approach, using a quasi-experimental pretest-posttest design with an experimental group and a control group. The sample consisted of 30 students, distributed into 16 students in the experimental group and 14 students in the control group. Data were collected using the Intrinsic Motivation Inventory (IMI), adapted to the educational context and the students age group. Data analysis was carried out through descriptive and inferential statistic, employing the non-parametric Mann-Whitney U Test and the Wilcoxon signed-rank Test. The results revealed statistically significant differences in favor of the experimental group, demonstrating that gamification significantly increased intrinsic motivation for learning English.