Didactic strategy for teaching Language and Literature based on Gamification

Abstract

Objective: To develop a gamification-based teaching strategy for the Language and Literature course in eighth grade at the Dr. Camilo Gallegos Domínguez Educational Unit. Methods: This study employs a mixed-methods approach. Theoretical methods (inductive-deductive, analytical-synthetic, and systems approach) were applied. Empirical methods included systematic observation, document review, teacher interviews, and student surveys. Statistical-mathematical methods (Cronbach's Alpha coefficient, R-squared, and Consensus Index) were applied and processed using Excel spreadsheets and SPSS software. Results: The implemented gamification-based strategy integrates Language and Literature content through a social constructivist approach. The use of Kahoot and holistic rubrics facilitated technological mediation and text production, and the proposed observation guide ensured systematic methodological validation, guaranteeing the replicability and refinement of the teaching model. Conclusions: The results demonstrate a positive convergence between the high expert consensus (87.5%) and the favorable student perception of 4.15. The methodological coherence and motivational effectiveness of the strategy are validated, confirming that gamification with Kahoot enhances cognitive engagement and meaningful learning.