Vol. 15 No. 87 (2026)
Articles

Gamification and pedagogical innovation: impact on the learning of lyrical genre in school settings

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  • Doris Azucena Sarango Lapo,
  • Ana Lucía León Cueva,
  • Ana Isabel Vásquez Castañeda,
  • Sofía Haydeé Jácome Encalada,
  • Raúl López Fernández
Doris Azucena Sarango Lapo
Universidad Bolivariana del Ecuador, Durán, Ecuador.
Author Biography

Universidad Bolivariana del Ecuador, Durán, Ecuador.

Ana Lucía León Cueva
Author Biography

Universidad Bolivariana del Ecuador, Durán, Ecuador.

Ana Isabel Vásquez Castañeda
Universidad Bolivariana del Ecuador, Durán, Ecuador.
Author Biography

Universidad Bolivariana del Ecuador, Durán, Ecuador.

Sofía Haydeé Jácome Encalada
Universidad de Guayaquil, Ecuador.
Author Biography

Universidad de Guayaquil, Ecuador.

Raúl López Fernández
Universidad Bolivariana del Ecuador, Durán, Ecuador.
Author Biography

Universidad Bolivariana del Ecuador, Durán, Ecuador.

DOI: https://doi.org/10.34069/AI/2026.87.01.6

Published 2026-06-30

Keywords

  • Gamification,
  • Pedagogical innovation,
  • Lyrical genre,
  • Digital tools,
  • Poetry learning.

How to Cite

Sarango Lapo, D. A., León Cueva, A. L., Vásquez Castañeda, A. I., Jácome Encalada, S. H., & López Fernández, R. (2026). Gamification and pedagogical innovation: impact on the learning of lyrical genre in school settings. Amazonia Investiga, 15(87), 67–77. https://doi.org/10.34069/AI/2026.87.01.6

Copyright (c) 2026 Doris Azucena Sarango Lapo, Ana Lucía León Cueva, Ana Isabel Vásquez Castañeda, Sofía Haydeé Jácome Encalada, Raúl López Fernández

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Secondary Language and Literature education requires innovative pedagogical frameworks aligned with digital ecosystems to enhance student engagement. This study evaluated the impact of a gamified pedagogical strategy on the academic performance of first-year high school students ($N = 70$). A quantitative, quasi-experimental, cross-sectional design was deployed, dividing participants into an experimental group ($n = 35$) and a control group ($n = 35$). The five-week intervention integrated a Google Sites environment powered by interactive activities on Educaplay and Kahoot. Data analysis via the non-parametric Mann–Whitney U test revealed significant academic improvements in the experimental group ($p < .001$), with a remarkably large effect size ($r = .83$). Beyond quantitative academic optimization, qualitative tracking indicated a substantial increase in students' intrinsic motivation, proactive participation, and behavioral commitment toward textual analysis and poetry comprehension. These outcomes demonstrate that systematic gamification effectively subverts traditional passive learning paradigms, offering a scalable instructional model for secondary education.

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