Gamification as a playful innovation in university-level english language teaching

Abstract

In the current educational landscape, traditional teaching methods have become obsolete. Consequently, higher education must transform to prevent the fostering of uncritical thinking and to reshape university dynamics in the digital era. To address this, this article aimed to analyze the impact of gamification as a playful innovation in English language teaching within the university environment. Methodologically, the study employed a qualitative, desk-research design conducted through exploratory reading, coding, and critical interpretation. The main findings reveal a structural asymmetry in English instruction, characterized by a predominance of the "achievement" dimension—rooted in external reward systems—over the social and immersive dimensions required to lower the affective filter and enhance communicative competence. Furthermore, the study evidenced a resistance to change among certain university stakeholders who favor the persistence of traditional educational approaches. It is concluded that there is an urgent need to transition from superficial to deep gamification based on student autonomy, ultimately aiming for the transformation of higher education.