Beyond points and leaderboards Adaptive Gamification, Self-Regulated Learning and Learner Engagement in EFL
Classrooms Designing Learner-Sensitive, Sustainable and Contextually Responsive Gamified Language Learning
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Darwin Baldemar López Hidalgo
Investigador Independiente
https://orcid.org/0009-0000-3172-4843
Ana Patricia Mazo Atiaja
Investigadora Independiente
https://orcid.org/0009-0001-3615-6598
Leny Patricia Gamboa Silva
Investigadora Independiente
https://orcid.org/0009-0006-3071-8082
Rina Beatriz Recalde Tite
Investigadora Independiente
https://orcid.org/0009-0002-4252-3363
Beatriz Ximena Guevara Caranquiz
Investigadora Independiente
Abstract
This monograph examines adaptive gamification as a pedagogical approach to English as a Foreign Language instruction, emphasizing its relationship with self-regulated learning and multidimensional learner engagement. Drawing on published research across applied linguistics, educational psychology, instructional design, and educational technology, it challenges the assumption that points, badges, leaderboards, or digital platforms inherently improve language learning. Its central contribution is the Adaptive Gamification–Regulation–Engagement–EFL model, a conceptual synthesis connecting responsive instructional design, regulatory processes, engagement, and language learning outcomes. The accompanying design framework guides educators in defining communicative objectives, interpreting learner needs, calibrating challenge, providing meaningful feedback, and adapting progression and social interaction. Applications encompass vocabulary, speaking, reading, writing, and collaborative tasks across digital, hybrid, and classroom environments. Particular attention is given to teacher mediation, learner agency, accessibility, cultural relevance, privacy, and sustainable implementation. The analysis also addresses competition, anxiety, inequity, cognitive overload, and superficial participation as potential limitations. Rather than reporting an empirical intervention, the book proposes methodological directions for evaluating mechanisms, contextual conditions, and effects over time. It concludes that effective gamification requires continuous evaluation and ethical judgment, offering educators and researchers a theoretically grounded foundation for designing inclusive, contextually responsive language learning experiences that support autonomy and sustained engagement.
Keywords: Adaptive gamification; Self-regulated learning; Learner engagement; EFL instruction; Pedagogical design.
Idioma:
Inglés
Cita:
López, D., Mazo, A., Gamboa, L., Recalde, R., & Guevara, B. (2026). Beyond points and leaderboards Adaptive Gamification, Self-Regulated Learning and Learner Engagement in EFL. Grupo Editorial Velarde. https://doi.org/10.65493/SLAD00y1s8f5
Fecha de Recepción:
31 de agosto de 2026
Fecha de Aceptación:
02 de septiembre de 2026
Fecha de Publicación
18 de septiembre de 2026
ISBN:
978-9907-0-1926-1
SENADI:
QUI-073270
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