La gamificación en el aprendizaje de la escritura académica en estudiantes de bachillerato

Abstract

Currently, the development of written competencies in high school students faces multiple challenges, primarily due to the limited use of active methodologies. This is reflected in low levels of argumentation and minimal students’ participation in text production. In this context, gamification has emerged as a pedagogical strategy that promotes active, dynamic, and participatory learning to strengthen writing skills. This study aims to analyze the use of gamification in academic writing learning among high school students, identifying effective strategies and evaluating their impact on the educational process. To this end, a systematic literature review was conducted using the institutional information systems of the Catholic University of Cuenca, including databases such as Scopus, Web of Science, ProQuest, and ERIC. Inclusion and exclusion criteria were applied to select 15 scientific articles published between 2020 and 2025, focused on gamification and primarily targeting high school students. The analysis of the studies made it possible to identify current trends, gaps in the literature, and relevant approaches on the topic. The results showed that gamification enhances academic writing by fostering students’ critical, reflective, and creative skills. It was concluded that implementing gamified activities in high school increases interest, participation, and academic performance, consolidating this approach as an innovative alternative for improving educational processes in the field of academic writing. Keywords: writing, gamification, teaching, learning, education