Technology and Gamification in English Teaching for Civil Engineering: a Quasi-Experimental Study
DOI:
https://doi.org/10.56294/saludcyt20251471Keywords:
Technology, Gamification, Digital Learning, English For Engineering, Higher Education, Language Acquisition, Student MotivationAbstract
Introduction: the teaching of English in civil engineering education is essential for academic and professional development. However, traditional methodologies often fail to promote engagement and retention. Technology and gamification have emerged as innovative strategies to enhance language acquisition and student motivation.
Methods: a quasi-experimental study was conducted with 147 students from the Civil Engineering program at UNESUM. Two groups (control and experimental) were formed, with the latter using gamified digital platforms such as Kahoot, Quizizz, and Duolingo over 10 weeks. The effectiveness of the intervention was measured through pre- and post-tests, student perception surveys, and focus group discussions. Data analysis included descriptive and inferential statistical methods, including t-tests and ANOVA.
Results: the experimental group showed a statistically significant improvement in English proficiency (p < 0,01), increased retention of technical vocabulary, and higher motivation levels compared to the control group. Students reported greater engagement and confidence in using English in academic and professional contexts.
Conclusions: technology and gamification proved to be effective tools for improving English proficiency in engineering students. Future research should explore the long-term effects of these strategies and their integration with emerging educational technologies.
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Copyright (c) 2025 Paola Moreira Aguayo, Leopoldo Venegas Loor, Dunia Lisbet Domínguez Gálvez, Julio Cesar Pino Tarragó (Author)
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