LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1382.

DOI: https://doi.org/10.56712/latam.v6i3.4044

Breaking Boundaries: Boosting a Fourth Grader’s Productive
English skills with Gamification and Voki in Milagro –

Ecuador
Rompiendo barreras: Impulsando el inglés productivo de un estudiante de

cuarto grado con gamificación y Voki en Milagro, Ecuador

Cristhian Alejandro Castro Tomala
ccastrot3@unemi.edu.ec

https://orcid.org/0009-0003-6304-334X
Universidad Estatal de Milagro

Milagro – Ecuador

Gabriela Alejandra Barreno Solorzano
gbarrenos@unemi.edu.ec

https://orcid.org/0009-0001-0218-7433
Universidad Estatal de Milagro

Milagro – Ecuador

Gilberto Antonio José Veliz
avelizg1@unemi.edu.ec

https://orcid.org/0009-0001-9668-7868
Universidad Estatal de Milagro

Milagro – Ecuador

Gary Andrés Garaicoa Silva
ggaraicosas@unemi.edu.ec

https://orcid.org/0009-0000-4213-4726
Universidad Estatal de Milagro

Milagro – Ecuador

Artículo recibido: 26 de mayo de 2025. Aceptado para publicación: 18 de junio de 2025.
Conflictos de Interés: Ninguno que declarar.

Abstract

This investigation aims to provide a gamified-tool to develop a connectvisit and constructivist teaching
and learning, which zeros in on a fourth grader from a public school whose linguistic production will
be underscored in detail. The research was qualitative from the outset. Previous to carry out this study
case, it was conducted a diagnostic assessment and interview meeting to map out the participants
performance’s productive abilities. Throughout the experimentation, a dynamic app along
with techniques and strategies based on student-centered were applied, taking into account the fourth-
grader' poor knowledge of L2. While the analysis of data sources involves observation, field
notes, meetings with the participant’s and participant’s relatives. In the span of putting an ITC tool into
practice, linguistic production skyrocketed, enhancing their digital literacy. Therefore, it is posited that
e-learning and gamified tools should be designed to assess students’ learning to get extraordinary
results.

Keywords: connectivist-constructivist teaching learning, linguistic production, Information and
Technology Communication (ITC) tools, gamified tool, Foreign Language- English (L2)

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1383.

Resumen
Esta investigación caracteriza el desarrollo de una herramienta gamificada para promover un enfoque
de enseñanza y aprendizaje conectivista y constructivista, centrándose en un estudiante de cuarto
grado de una escuela pública, cuyo desempeño lingüístico se analiza en detalle. El estudio adoptó un
enfoque cualitativo desde su inicio. Previo a la ejecución del estudio de caso, se realizó una evaluación
diagnóstica y una entrevista para evaluar las habilidades productivas del participante. Durante la
experimentación, se aplicó una aplicación dinámica, junto con técnicas y estrategias centradas en el
estudiante, considerando su escaso dominio del inglés (L2). El análisis de los datos incluyó
observaciones, notas de campo y reuniones con el participante y sus familiares. Durante la
implementación de la herramienta TIC, la producción lingüística experimentó un crecimiento
significativo, generando además un mejoramiento de alfabetización digital. Por lo tanto, se plantea
que el e-learning y las herramientas gamificadas deben diseñarse para evaluar el aprendizaje de los
estudiantes y así obtener resultados excepcionales.

Palabras clave: enseñanza-aprendizaje conectivista-constructivista, producción linguistica,
herramientas de Tecnologías de la Información y Comunicación (TIC), herramienta gamificada, Inglés

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.

Cómo citar: Castro Tomala, C. A., Barreno Solorzano, G. A., José Veliz, G. A., & Garaicoa Silva, G. A.
(2025). Breaking Boundaries: Boosting a Fourth Grader’s Productive English skills with Gamification
and Voki in Milagro – Ecuador. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 6
(3), 1382 – 1391. https://doi.org/10.56712/latam.v6i3.4044

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1384.

INTRODUCTION

Ecuador is among the countries with the lowest English proficiency levels in Latin America, which
highlights the urgent need for more innovative and effective teaching strategies (Orosz, Monzón, &
Velasco, 2021). According to Munawarah et al. (2024), productive skills, such as speaking and writing,
are essential for expressing ideas, opinions, and interacting in a second language (L2). Therefore, it is
crucial to develop them from the early stages of language learning.

In Ecuador’s education system, the challenges of improving productive English skills have persisted for
many years. Traditional teaching methods, focused on the teacher and based on memorization, have
not effectively promoted communicative competence. Orosz, Monzón, and Velasco (2021) point out
that although these methods may help manage classroom behavior, they do not encourage students
to use the language in real contexts.

This situation becomes even more difficult in public primary schools, where English is not always
included in the regular curriculum. As a result, students are exposed to the language very little, which
limits the development of their productive skills.

In their study “English as a Foreign Language Instruction in Ecuador,” Barre and Villafuerte (2021)
mention weaknesses in teacher training and difficulties in applying modern strategies, especially those
related to technology. This study connects with our research since we also aim to address these
challenges by proposing a different strategy: gamification. This approach may be even more effective
if it specifically targets the development of productive skills.

Gamification has proven to be a useful strategy in language learning. Zhanni (2023) found that gamified
tools increase students’ motivation, interest, and emotional engagement. Similarly, Ruobing and
Jingwen (2022) state that gamification makes learning more dynamic and participatory, allowing
students to create educational, entertaining, and meaningful content.

Elements such as points, challenges, and interactive activities make the learning process more
engaging. According to Zhang and Hasim (2023), gamification increases both intrinsic and extrinsic
motivation, promoting real progress in skills such as speaking and writing.

Additionally, this research includes the use of Voki, a technological tool that allows students to create
animated avatars to present information. Stanley (2021, as cited in Rahman et al., 2024) states that
Voki is aligned with 21st-century educational practices since it facilitates oral and written practice by
transforming text into voice and vice versa.

This study is based on constructivist theory, which proposes that learning occurs through experience
and interaction with the environment. Vygotsky (as cited in Rohman & Fauziati, 2022) argues that
students learn when they solve problems and explore actively. In this context, gamification fits with
constructivist principles by allowing students to create, collaborate, and participate actively in the
learning process, especially through tools like Voki.

Another key element is motivation. Gardner (as cited in Nurhidayah, 2020) defines it as a complex factor
that influences learner behavior. In the case of L2 students, motivation can be decisive in overcoming
barriers such as insecurity when communicating in the target language.

This research also considers connectivism, a theory that, according to Siemens (as cited in Alam, 2023),
suggests that learning today occurs through connections between people, technologies, and
information sources. Gamification and Voki align with this approach because they provide digital
environments where students can interact and practice English in authentic and dynamic ways.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1385.

This case study is especially relevant in the Ecuadorian educational context, where English proficiency
remains low despite the language’s importance for global communication and professional
opportunities. By focusing on a fourth-grade student, the research aims to promote more effective and
engaging teaching methods that can be integrated into school English programs.

Based on the background presented, this study is guided by the following research questions:

● What are the student’s experiences with digital tools to foster productive English skills?
● What happens when a strategy based on gamification and the use of the Voki tool is applied in

English classes with a fourth-grade student?
● How does the student perceive the integration of gamification and Voki in their English learning

process?

The general objective of this study is to understand how the integration of gamification and the Voki
tool influences the learning experience and the development of productive English skills in a fourth-
grade student from an educational institution in Milagro.

METHODOLOGY

This research paper was grounded in a qualitative investigation. According to Nurdin (2021),
qualitative data is defined as a narration that enables researchers to explain the phenomena. In
essence, qualitative research is a method valuing human experiences and perspectives so as to get
deep insight into how the participants can be perceived by carrying out strategies and techniques based
on the student’s L2 learning. As such, by applying observation, conducting interviews, and asking
questions to the participant (Rohmi and Wahyuni, 2023).

For this case study, the sample consisted of a ten years old fourth grader from Milagro. The fourth
grader has difficulties while learning a second language, English, due to the low exposure to the
language barrier at his school. His school offer a traditional language teaching curriculum with no use
for technology that contribute the low level of his skills. The student also showed a lack of language
production for communicative purposes especially in speaking and writing. For these reasons, he is a
appropriate sample for the development of this study.

Ethical guidelines were also strictly followed to protect the fourth grader rights and privacy. Before the
study, an informed consent paper was obtained from the sample’s parents and the teacher. The
participant’s identity was anonymized, and confidentiality was maintained during all the study, including
the interviews from the collected data. Additionally, the study strictly adhered to ethical principles
concerning voluntary participation, ensuring that the student could abandon the project at any stage
without consequences.

Consequently, the qualitative research depended on the process that the participant performed during
the study, as well as all the data collected during the observation while the participant received classes
before and after Gamification and Voki by which it assisted to break down the case study fundamentally
(Aktaş, 2023).

In this research, the data collection instruments included interviews, class observation, and field notes
to analyze the effectiveness of Gamification and Voki on boosting the participant’s English productive
skills. The following section will describe the data collection tools.

For this research, the investigators applied interviews. According to Jowsey, Deng, & Weller, (2021)
interviews are fundamental for researchers to get credibility and validity in the research.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1386.

Three semi-structured face-to-face interviews were conducted with the participant, each interview
lasted approximately 30 minutes with opened questions.

The three interviews were before, during and after the intervention. The first interview consisted of
questions to get overall insights from the sample.The second face-to-face interview was conducted
during the intervention of the researchers. Finally, the third one took place at the end of the intervention.
The purpose is to expose the feelings and experiences of the fourth grader during the lessons applying
Gamification and Voki.

Additionally, the interventions consisted of six 60-minute lessons over three weeks. The first two
lessons employed traditional teaching methods, such as board work, notebook exercises, and guided
activities. The following two sessions were guiding the learner with Voki to perform simple activities to
foster his productive skills. The last two sessions were only with the learner’s work, and the researcher
taking notes of him manipulating Voki and doing the activities by himself.

Furthermore, direct class observation and field notes were used to collect information from the
participant before, during, and after the classes. Denny, & Weckesser, (2022) affirmed that field notes
allow the researcher to interpret the data in a better way because they are notes based on direc
observation. Thanks to the observation, the researchers took notes to document information from the
fourth grader, including physical movements, facial gestures, engagement, attention to the class, facial
expressions, participation, and retention.

Consequently, data from interviews, observation, and field notes were analyzed through thematic
analysis. The researchers transcribed the interviews and coded the data to identify patterns in student
engagement motivation and language production. The study also followed the principle of triangulation,
as outlined by Bans-Akutey (2021), to cross-validate findings from different sources (observations,
interviews, and field notes), ensuring the credibility and reliability of the results.

Besides, temporary triangulation was applied by the investigators to check the reliability of the data.
Temporal triangulation represents the collection of data on the same phenomenon at different
moments in time (Arias 2020, as cited in Robles, Maridueña, Villao & Véliz, 2024). The temporary
triangulation took place before. during, and after the researchers’ intervention, this was to evaluate,
compare, and contrast the class results of the first sessions with traditional classes, with those of the
others sessions using Voki.

The temporal triangulation in this study was structured into three distinct phases: (1) Pre-intervention,
which included diagnostic interviews and observations to understand the student’s baseline; (2) During-
intervention, in which field notes and ongoing interviews tracked real-time engagement and reactions;
and (3) Post-intervention, which included final interviews, analysis of work samples, and concluding
observations. Each stage helped to identify evolving patterns in the participant's language output and
motivational attitudes. This design strengthened the internal validity of the findings by allowing
longitudinal tracking of changes influenced by the intervention.

In this case study, two interview meetings were prominent for breaking down some aspects of the
participant whose mother’s replies were of a huge help where we could pinpoint some consequences
of no English lessons in the school. On the other hand, the questions asked were somewhat personal
based on the participant’s and his mother’s viewpoints of the English language in our globalized world
(Ly et al., 2021).

Likewise, the CIPP model was selected for collecting data by which stands for Context, Input, Process,
Product by holding into this model, it could be shown how the participant’s progress had been doing
through before, during, and after stages the lessons were imparted in three weeks (Erdogan & Mede,

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1387.

2021). Of equal importance, the field notes were remarkably pivotal by providing details evidenced on
the three stages glossed over above. The following table will illustrate some essential information
about the participant's surrounding.

Table 1

Data collection and analysis

Activities Indicators Resources
A fourth grade student
from a public school.

Fourth grader with no knowledge of English
at all. Lack of English teachers in the
school. Poor fluency in productive skills.

Observation
Lesson observation /
interview meetings

Role of the participant’s
relatives.

Supportive family functionality; however,
without knowledge of English to foster
motivation for learning the L2 so that the
participant could output L2 abilities.

Interview meetings /
observation

L2: Second Language (English)

Subsequent to the data gathered, the analysis was scrutinized through coding themes to disclose
relation categories which assisted with an appropriate understanding of the case context. On one hand,
clear and precise evidence was worked on by taking inconsistency and incongruity out of the research.
Whereas, contradiction was adjunct to the categorizing process of the transcripts.

Throughout the three-week sessions, the primary sources such as interviews, observation, and field
notes concreted the data analysis. Temporal triangulation was used to assess the impact of Voki on
developing productive skills, i.e., writing and speaking, in a fourth-grader throughout three weeks of
intervention. This study design meticulously collected data throughout the three big phases: pre-action
phase (baseline skills measurement), implementation phase (scaffolded Voki activities infused into
lesson plans), and post-action phase (gains measurement). Enhanced linguistic production by the
learner and self-confidence were exemplary indicators of the intervention's success. Table 2 shows
what has been expounded:

Table 2

Indicators of the intervention’s success

Participants Before During After
Instructor The teacher applied a

traditional lesson based
on linguistic production.

Conventional class and
usage of a gamified
resource to develop
speaking and writing skills.

ITC and gamified tool Voki
led way to foster
constructivist and
connectivist learning
toward the participant.

Student The participant was a
passive agent. He was
accustomed to having
conventional lessons in
school.

Eager to acquire the L2 by
creating an avatar on the
app, lowering the
participant’s anxiety to
speak and write.

Able to get hold of this Voki
app mastering his
productive skills in English
and L2 engagement.

Parent The mother was avid
that her son could learn
how to develop output
abilities.

Doubtful about this
gamified tool for
developing productive
competencies.

Acknowledging this
gamified resource as a
relevant tool for
internalizing output skills.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1388.

RESULTS AND DISCUSSION

The research lays bare how crucial ITC devices are for attaining a language from the beginning of the
lessons. Nonetheless, the absence of these ITC resources makes the lesson boring and passive.
Whereas, the usage of this Voki application made the lesson sessions remarkably advantageous for
the participant who was engaged while working on it by lessening his fear of speaking and writing the
L2. At its core, the study encloses a fascinating strategy for improving linguistic skills in a fourth
grader; along with the participant’s family support, he could speak and write in the L2.

The participant’s reflections gathered during the interviews provided insight into his emotional and
cognitive responses throughout the intervention. In the first interview, he stated:

“I feel scared when I speak English, I don’t know if I’m saying it good.”

This reflected his initial anxiety, which aligned with the field notes from the researchers of the first
lesson that noted:

“The student avoided eye contact when asked to repeat phrases in English. Body language suggested
low confidence—slumped shoulders, little verbal output.”

However, during the second interview, conducted mid-intervention, the student shared:

“I like the app, my avatar talks better than me, but I can try like him.”

Field notes from the fourth session supported this change:

“The participant laughed after hearing his avatar speak. He voluntarily repeated the sentence into the
microphone.”

By the final interview, the student remarked:

“I can speak now. My mom listened and said ‘wow’.”

In this phase, field notes confirmed improved confidence and autonomy:

“Student requested to record three times to get a better sentence. Participated without prompts.
High engagement observed.”

This triangulation of interviews and observation notes reveals a clear shift in the student’s motivation
and productive language use, validating the impact of gamification and Voki on his L2 acquisition.

In substance, the constructivist and connectivism instruction based on a motivation theory catered the
classes where the fourth grade learner was able to personalize his learning by designing avatars where
he could record his voice as well as type the topics learned throughout the three-week sessions.

Quintessentially, the participant’s family was dogmatic about the teacher conducting English with a
gamified approach in the second week because of their lack of digital literacy skills. However, the
instructor trained the fourth grader and his mother. This demonstrates that digital illiteracy worsens
21st-century competencies in the English teaching process.

These findings align with the theoretical foundations established in this research. From a constructivist
perspective, the student’s active involvement in building knowledge through avatar creation and self-
recording reflects experiential learning (Vygotsky, as cited in Rohman & Fauziati, 2022). Additionally,
connectivist theory supports the use of Voki and gamification as digital tools that connect learners with
information and technological environments to facilitate language acquisition (Siemens, as cited in

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1389.

Alam, 2023). Finally, the increase in participation and autonomy observed across sessions
demonstrates the impact of motivation theory (Gardner, as cited in Nurhidayah, 2020), where both
intrinsic and extrinsic factors enhanced the student’s willingness to speak and write in the L2.

Table 3

Progression of Productive English Skills Through Intervention Phases

Phase Observed Speaking Observed Writing Engagement
Pre-Intervention Very low (few words,

avoidance)
Absent or copying only Minimal

During
Intervention

Emerging use of phrases, self-
repetition

Short sentences with avatar
support

High

Post-
Intervention

Spontaneous expressions Full short paragraphs using Voki Very high

CONCLUSION

This case study explored the integration of gamification and Voki to boost the productive English skills;
speaking and writing of a fourth-grade student in Milagro, Ecuador, a context based on a low English
proficiency and limited exposure to the target language. The case study, supported by constructivist,
and connectivism theories, proved that the use of Gamification and Voki can significantly convert the
student’s traditional learning experience.

Additionally to this, through a carefully designed intervention of six lessons, data collected via
interviews, class observations, and field notes the researchers demonstrated notable improvements in
the participant’s motivation, engagement, and language production.

The findings suggest that gamification with tools like Voki, not only boosted the student’s intrinsic and
extrinsic motivation but also eliminated common barriers such as insecurity in L2 communication. Also,
the learner's experiences, as exposed through the thematic analysis and triangulated, demonstrated
the potential that these strategies have in order to make the learning experience entertaining and
meaningful. Furthermore, the case study highlighted the adaptability of such approaches in resource
limited settings like Ecuadorian public schools, where traditional curriculum often fail to prioritize
communicative competence.

The positive perceptions that the learner expresed regarding Voki and gamification suggest that these
strategies could be helpful into another educational contexts, potentially enhancing English proficiency
among young learners. Consecuenlty, future studies could expand on this foundation by involucrating
larger samples and more designs to further validate the efficacy of these tools. Ultimately, this case
study contributes to the growing body of evidence supporting innovative, student-centered approaches
to language learning, offering a promising pathway for educators seeking to break boundaries in EFL
instruction.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1390.

REFERENCES

Alam, A. (2023). Connectivism learning theory and connectivist approach in teaching and learning: A
review of literature. Bhartiyam International Journal Of Education & Research, 12(2), 1-15.
https://www.researchgate.net/profile/Md-Alam-
721/publication/369734538_Connectivism_Learning_Theory_and_Connectivist_Approach_in_Teachin
g_and_Learning_A_Review_of_Literature/links/64298e4a315dfb4ccec853d5/Connectivism-Learning-
Theory-and-Connectivist-Approach-in-Teaching-and-Learning-A-Review-of-Literature.pdf

Aktaş, E. (2023). The effect of web 2.0 based technology applications on speaking skills and speaking
anxiety in teaching Turkish as a foreign language: Voki example. Frontiers in Psychology, 14, 1183037.
https://doi.org/10.3389/fpsyg.2023.1183037

Arias, M. M. (2020). Principles, scope, and limitations of the methodological triangulation. Pubmed.
https://doi.org/10.17533/udea.iee.v40n2e03

Barre, P., & Villafuerte, H. (2021). English as a foreign language instruction in Ecuador: Implementation
of the Content and Language Integrated-Learning during 2019-2021. English Language Teaching
Educational Journal, 4(2), 99-112. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1311546.pdf

Bans-Akutey, A., & Tiimub, B. M. (2021). Triangulation in research. Academia Letters, 2(3392), 1-7.
https://doi.org/10.20935/AL3392

Denny, E., & Weckesser, A. (2022). How to do qualitative research? Qualitative Research Methods.
BJOG, 129(7), 1166. https://doi.org/10.1111/1471-0528.17150

Erdogan, G., & Mede, E. (2021). Evaluating an English preparatory program using CIPP model and
exploring the motivational beliefs for learning. Journal of Education and Educational Development, 8(1),
53-76. http://dx.doi.org/10.22555/joeed.v8i1.109

Jowsey, T., Deng, C., & Weller, J. (2021). General-purpose thematic analysis: A useful qualitative method
for anaesthesia research. BJA Education, 21(12), 472-478. https://doi.org/10.1016/j.bjae.2021.07.006

Ly, T. N. L., Nguyen, T. L., & Nguyen, H. N. (2021). Using E-learning platforms in online classes: A survey
on tertiary English teachers' perceptions. AsiaCALL Online Journal, 12(5), 34-53.
https://asiacall.info/acoj/index.php/journal/article/view/75

Medina, J. C. (2021). The integration of ICTs in EFL teaching in Ecuadorian high schools: One country,
two realities. Journal of English Language Teaching and Applied Linguistics, 3(8), 1-13.
https://doi.org/10.32996/jeltal.2021.4.7.1

Nurhidayah, R. (2020). The role of motivation in second language acquisition. Jurnal Ilmiah Spectral,
6(2), 096-104. http://journal.stbapontianak.ac.id/index.php/spectral/article/view/60

Orosz, A., Monzón, M., & Velasco, P. (2021). Ecuadorian teachers' perceptions of teaching English:
Challenges in the public education sector. International Journal of Learning, Teaching and Educational
Research, 20(3), 229-249. http://ijlter.net/index.php/ijlter/article/view/143

Rahman, N. A. A., Soon, G. Y., Rosli, N. F., & Azman, N. N. Exploring the impact of the 3-minute challenge
and Voki apps on ESL university students' English proficiency through project-based learning.
https://pjlss.edu.pk/pdf_files/2024_2/21294-21307.pdf

Redjeki, I. S., & Muhajir, R. (2021). Gamification in EFL classroom to support teaching and learning in
21st century. https://doi.org/10.21070/jees.v6i1.792

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, junio, 2025, Volumen VI, Número 3 p 1391.

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, publicados en
este sitio está disponibles bajo Licencia Creative Commons .e