The use of gamification in assessing receptive English language skills according to international standards in higher education students

Laura De La Cruz K.M.; Choque Quispe J.L.; Pérez Yufra D.N.; Pablo Pinto E.J. · European Public and Social Innovation Review (2026) · DOI: 10.31637/epsir-2026-2262

Resumen

Introduction: This study aims to evaluate the effect of gamification on receptive skills in English language acquisition among students in the VII cycle of the Foreign Languages professional programme at a public university. Methodology: A quantitative, explanatory and pre-experimental design approach was used, applying a pre-test and a post-test based on the ECCE exam (B2). The sample of 29 students was selected by non-probability convenience sampling. Results: At the initial assessment, most students showed low levels in listening and reading comprehension (44.83%; 51.72%; 34.48%). After the intervention, passing levels increased to 51.72%, 34.48% and 44.84%. Statistical analysis with Student's t-test for related samples yielded a p-value of 0.000, demonstrating a significant effect of gamification on receptive skills. Discussion: The results indicate that gamification is effective in improving listening and reading comprehension performance in English, suggesting its potential as a teaching tool. Conclusions: Gamification has a positive and significant impact on the practice, support and assessment of English language acquisition, reinforcing its usefulness in university educational contexts.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann