1.2 Activity. Principles of Didactics Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 7 de septiembre de 2025, 23:59

Understanding the principles of didactics provides a framework for planning and delivering effective lessons. This activity invites you to explore these principles and visualize their application in English language teaching through a creative infographic.

Learning objective:

To explain the main principles of didactics by creating an infographic that relates them to English language teaching, using AI tools or personal design, in order to recognize their practical relevance in instructional planning.

Instructions: Read and take notes from the following articles:

La didáctica en la formación docente. From pages 19 to 22.
Apuntes y reflexiones sobre didáctica. From pages 13 to 39.
De la didáctica general a la didáctica del idioma inglés
The didactic principles and their applications in the didactic activity.

Research additional information from reliable sources to deepen your understanding. Based on the collected information, create an infographic presenting five didactic principles, explaining and illustrating their application in the English language instruction.Include your references according to APA format.Deliver your work on time in the task mailbox, in PDF format.

Suggestions:

Use free design tools like Canva, Genially or Prezi.
If you use AI tools, be sure to personalize your infographic and edit the final design.

Product to be delivered

Infographic

Evaluation criteria

Criterion

Score

The infographic includes at least five didactic principles, properly classified, defined, and relevant to English language teaching.

25%

The information is accurate, well-researched, and includes key characteristics of each didactic principle. Reliable sources are used, showing a clear understanding of the topic.

25% 

All sources are correctly cited in APA format. If AI tools were used, the design is personalized and edited. External content is properly acknowledged.

15% 

The infographic is well-structured, visually clear and appealing, with good layout, proper tool usage (e.g., Canva, Prezi), and free of spelling or grammar errors.

20% 

The work is submitted in PDF format, on time, and includes all required elements in a clear and organized manner.

15% 

Total

100%

Resources:

Asprelli, M. C. (2012). La didáctica en la formación docente: ( ed.). Homo Sapiens Ediciones. https://elibro.net/es/ereader/unives/67092?page=5 
Lesteime, D. (2021). Apuntes y reflexiones sobre didáctica: ( ed.). Homo Sapiens Ediciones. https://elibro.net/es/ereader/unives/177038?page=1
Salamanca L., C. & Ramírez S., S.C. (2020). De la didáctica general a la didáctica del idioma inglés. Revista Paideia Surcolombiana. https://journalusco.edu.co/index.php/paideia/article/view/2104/4018
Marius-Costel, E. (2010). The didactic principles and their applications in the didactic activity. Sino-US English Teaching, 7(9), 24-34. https://files.eric.ed.gov/fulltext/ED514739.pdf

1.3 Activity. Gamification Basics Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 14 de septiembre de 2025, 23:59

Gamification incorporates game elements into non-game contexts to enhance motivation and engagement. Understanding its theoretical foundations allows educators to apply it meaningfully in English language learning.

Learning objective:

To describe the main concepts and foundations of gamification in education by producing a short video summary, in order to establish a theoretical basis for its application in English language teaching.

Instructions: Read and take notes from the following articles:

Theoretical Foundations of Gamification in Education: Emerging Trends and Innovations in Game-Based Mechanics.
What is Gamification (GF)?
Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning.

Watch the following video:

5 Principles of Gamification.

Research additional information from reliable sources to strengthen your understanding from the topic. Based on the collected information, create a short video that summarizes the essential ideas and advantages of gamification in language learning. Include your references according to APA format. Deliver your work on time in the task mailbox. Suggestions:

You can use AI tools to create your video or screen recording.
Search for apps that are free to use to generate your video.

Product to be delivered

Video

Evaluation criteria

Criterion

Score

The video includes the main concepts and foundations of gamification in education.

85%

Clear, well-paced presentation with good visual design and organization.

15% 

The video is submitted on time, and includes all required elements in a clear and organized manner.

15% 

Total

100%

Resources:

Dipti, Kumari & S, Dr. (2025). Theoretical Foundations of Gamification in Education: Emerging Trends and Innovations in Game-Based Mechanics. INTERNATIONAL JOURNAL OF CREATIVE RESEARCH THOUGHTS. 13. 709-717. 10.56975/ijcrt.v13i3.280565. https://www.researchgate.net/publication/392962790_Theoretical_Foundations_of_Gamification_in_Education_Emerging_Trends_and_Innovations_in_Game-Based_Mechanics
Interaction Design Foundation - IxDF. (2016, June 29). What is Gamification (GF)?. Interaction Design Foundation - IxDF. https://www.interaction-design.org/literature/topics/gamification
Krath, J.; Schürmann, L. & von Korflesch, H.F.O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125. https://doi.org/10.1016/j.chb.2021.106963.
Pete Judo. (2021, June 19). 5 Principles of Gamification. [Video]. YouTube. https://www.youtube.com/watch?v=E8cWZI1qUFM

1.5 Activity. Traditional vs Gamified Learning Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 21 de septiembre de 2025, 23:59

Both traditional and gamified learning approaches offer distinct advantages and challenges. By comparing them side-by-side, educators can make informed decisions on when and how to apply gamification in English teaching.

Learning objective:

To compare traditional and gamified instructional approaches by designing a comparative chart that identifies key differences, in order to critically evaluate the advantages of gamification in English teaching.

Instructions: Read and take notes from the following articles:

How Gamification is Different From Traditional Learning.
Traditional learning approach versus gamification: an example from psychology.
A comparison between traditional and gamified teaching methods for phrasal verb: A case of grade 10 students.
A comparative analysis of game-based learning vs. Traditional education in promoting sustainability awareness among students.

Research additional information from reliable sources to strengthen your understanding from the topic. Download and complete the chart template: 1.5. Traditional vs Gamified LearningFill in key elements about the traditional approach and gamified approach in education. You can include more elements to the chart.Include the references according to the APA format. Deliver your activity on time in the corresponding space.Product to be delivered

Comparative chart

Evaluation criteria

Criterion

Score

The chart is complete and accordingly completed.

20%

The chart thoroughly addresses the key elements (motivation, assessment, teacher-student roles, and feedback.) for each approach, demonstrating depth and understanding.

20% 

Additional trustworthy sources are consulted to provide a broader context and more comprehensive analysis of traditional and gamified approaches.

20% 

The content in the chart is accurate, clear, and well-organized, demonstrating critical thinking and a well-rounded understanding of the approaches.

20% 

The chart is submitted on time, in the correct format.

20% 

Total

100%

Resources:

Spinify.com. (S.F.). How Gamification is Different From Traditional Learning. https://spinify.com/blog/how-gamification-is-different-from-traditional-learning/
Limniou, Maria & Mansfield, Rosie. (2018). Traditional learning approach versus gamification: an example from psychology. 10.4995/HEAD18.2018.7912. https://www.researchgate.net/publication/326503832_Traditional_learning_approach_versus_gamification_an_example_from_psychology
Kijpoonphol, W., & Phumchanin, W. (2018). A comparison between traditional and gamified teaching methods for phrasal verb: A case of grade 10 students. 13, 56–65. https://files.eric.ed.gov/fulltext/EJ1247192.pdf
Naik, V. (s/f). A comparative analysis of game-based learning vs. Traditional education in promoting sustainability awareness among students. Healthinformaticsjournal.com. Recuperado el 14 de julio de 2025, de https://healthinformaticsjournal.com/index.php/IJMI/article/download/1718/1603/3114

2.2 Activity. Case Study Analysis Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 28 de septiembre de 2025, 23:59

Case studies provide valuable insights into how innovative strategies are applied in real educational contexts. By analyzing these examples, teachers can adapt effective practices to their own classrooms.

Learning objective:

To analyze real or selected case studies involving innovative strategies in English Language Teaching, in order to evaluate its planning, implementation, and educational impact.

Instructions: Read the following articles:

Gamification and education: A pragmatic approach with two examples of implementation.
Analysis of Gamification in Education. School of Interactive Arts and Technology, Simon Fraser University.
Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play.
Using Gamification to Facilitate Students’ Self-Regulation in E-Learning: A Case Study on Students’ L2 English Learning.

Choose one of the articles or another from a reliable source.Write an analysis including:

Title and author from the study.
Design of the strategy.
Implementation process.
Results obtained.
Personal reflection on the study.

Include your references according to APA format.Deliver your work on time in the task mailbox, in PDF format. Product to be delivered

Written report

Evaluation criteria

Criterion

Score

The report includes the requested elements.

50%

The report includes well-thought-out personal reflection, showing critical thinking and self-reflection.

20% 

The report includes APA references and is timely delivered.

15% 

The report is clearly written, using appropriate academic language with correct grammar, spelling, and punctuation. The tone is formal and professional.

15% 

Total

100% Resources:

Willig, J. H., Croker, J., McCormick, L., Nabavi, M., Walker, J., Wingo, N. P., … Redden, D. (2021). Gamification and education: A pragmatic approach with two examples of implementation. Journal of Clinical and Translational Science, 5(1), e181. doi:10.1017/cts.2021.806. https://www.cambridge.org/core/journals/journal-of-clinical-and-translational-science/article/gamification-and-education-a-pragmatic-approach-with-two-examples-of-implementation/478C9229E04D4F295B0A7095F0D508A2?utm_campaign=shareaholic&utm_medium=copy_link&utm_source=bookmark
Stott, A., & Neustaedter, C. (2013). Analysis of Gamification in Education. School of Interactive Arts and Technology, Simon Fraser University. https://carmster.com/clab/uploads/Site/Stott-Gamification.pdf
Laksanasut, S. (2025). Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play. TESOL and Technology Studies, 6(1), 16–29. https://doi.org/10.48185/tts.v6i1.1562
Li, X., Xia, Q., Chu, S. K. W., & Yang, Y. (2022). Using Gamification to Facilitate Students’ Self-Regulation in E-Learning: A Case Study on Students’ L2 English Learning. Sustainability, 14(12), 7008. https://doi.org/10.3390/su14127008

2.3 Activity. Didactic Resources and Tools Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 5 de octubre de 2025, 23:59

The use of digital tools in English language teaching expands learning opportunities and supports varied teaching methodologies. Identifying and classifying these tools helps teachers make strategic decisions in lesson planning.

Learning objective:

To categorize technological resources used in English Language Teaching through the creation of a concept map, in order to understand their functionality and pedagogical use.

Instructions:

Read and take notes from the following articles:
    Digital Didactic Materials: An innovative resource for teaching in the 21st century.
    The six best digital teaching tools for your online ESL classroom.
Watch the following video:
    3 tech tools that work wonderfully in the EL classroom
Research additional information from reliable sources to strengthen your understanding from the topic. 
Using the information from the articles and video, create a concept map that includes:
    6 technological tools.
        Description.
        Purpose 
        Practical examples.
You can use an AI tool to design your concept map. 
Include your references according to APA format.
Deliver your work on time in the corresponding space.

Suggestions:

Use Canva, Genially, Miro, Lucidchart, or any other online page to create your conceptual map.

Product to be delivered

Concept map

Evaluation criteria

Criterion

Score

The concept map includes at least six technological tools, describing their purpose and providing practical examples.

60%

The concept map is visually appealing, well-organized, and easy to follow, using clear sections, labels, and appropriate design tools (Canva, Genially, Miro, etc.).

20% 

The concept map is timely delivered and includes references in APA format.

20% 

Total

100%

Resources:

Torres, C. (2021). Digital Didactic Materials: An innovative resource for teaching in the 21st century. Journal of higher education theory and practice. https://doi.org/10.33423/jhetp.v21i7.4488
Simply Ieva. (2023, May 09). 3 tech tools that work wonderfully in the EL classroom | Episode 65. [Video]. YouTube. https://www.youtube.com/watch?v=4yyDPSbDAmA 
Spence, C. (2022). The six best digital teaching tools for your online ESL classroom. https://www.cambridge.org/elt/blog/2022/04/29/seven-best-digital-teaching-tools-online-esl-classroom/

2.4 Activity. Multimedia Activity Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 5 de octubre de 2025, 23:59

Multimedia activities combine text, images, audio, and interactive components to create richer learning experiences. They can boost motivation and cater to different learning styles.

Learning objective:

To design a multimedia-based English learning activity using AI tools, in order to increase student engagement through interactive and audiovisual elements.

Instructions: Read and take notes from the following articles:

How to integrate technology in the classroom.
Integrating technology in the classroom: Best practices.
How far should technology be integrated in the ESL classroom?

Research additional information from reliable sources to strengthen your understanding from the topic. Create a multimedia learning activity, can be a video, audio, and, or interactive task. Choose any topic and the learner’s level.Write a document explaining:

The activity.
Its design and purpose.

You can use an AI tool to help you design your multimedia activity. Include your references according to APA format. Deliver your work on time in the corresponding space. Product to be delivered

Visual activity plan and explanation

Evaluation criteria

Criterion

Score

The activity is clear and engaging, interactive, and designed to enhance students' language development.

50%

The visual activity is relevant to the chosen topic and appropriate for the selected learning level.

20% 

The explanation is accurate and easy to understand. Include the purpose of the activity.

15% 

The activity is submitted on time and includes the references according to the APA format.

15% 

Total

100%

Resources:

Drexel University School of Education. (2023). How to integrate technology in the classroom. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/ 
University of Iowa. (2024). Integrating technology in the classroom: Best practices. https://onlineprograms.education.uiowa.edu/blog/integrating-technology-in-the-classroom-best-practices 
Spence, C. (2022). How far should technology be integrated in the ESL classroom? https://www.cambridge.org/elt/blog/2022/04/22/technology-integrated-esl-classroom/

2.5 Forum. Tutorial Walkthrough Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 3 Por hacer: Recibir una calificación

Digital tools offer innovative ways to enhance English teaching. Creating tutorials allows educators to share practical applications and inspire peers to integrate technology into their classrooms.

Learning objective:

To demonstrate the use of a digital educational tool by creating a brief tutorial, in order to share practical applications for English language instruction.

Instructions: Reflect on the knowledge you already have about the content that has been covered until this activity. Select a digital tool, like Edpuzzle, Genially, Nearpod, or any other you prefer. Research from reliable sources to understand its main features and applications in English teaching. Create a short tutorial, can be a video, slides or screen recording, showing how it can be applied in an English topic.Share your tutorial in the designated forum.Read your classmates’ work and give feedback to at least two of them.

Suggestions:

Follow the Netiquette Rules. 
Be respectful and polite.

Product to be delivered

Video or tutorial slides

Evaluation criteria

Criterion

Score

The tutorial is well presented, clear and demonstrates professional quality.

50%

The student provides constructive feedback on at least two classmates’ activities.

40% 

The work and feedback is submitted on time.

10% 

Total

100%

```

2.6 Forum. Gamified Review Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 3 Por hacer: Recibir una calificación

Gamified quizzes are an effective way to review content while maintaining student motivation. This activity encourages the creation and exchange of interactive quizzes to consolidate learning.

Learning objective:

To review module content through the design of a gamified quiz, in order to reinforce learning in a dynamic and engaging format.

Instructions: Retrieve information from the previous activities and modules. Create a review quiz using a platform of choice, Kahoot, Quizizz, Wordwall or any platform preferred.Share your activity link with your classmates in the designated forum.Including a brief reflection on the use of gamification in the teaching of English.Wait for your classmates for them to respond to your quiz and respond to your classmate’s work also. Share your work and give the feedback on time.

Suggestions:

Follow the Netiquette Rules. 
Be respectful and polite.

Product to be delivered

Quiz and reflection

Evaluation criteria

Criterion

Score

The quiz is complete, engaging, and relevant to the module’s content.

50%

The reflection clearly addresses the benefits and potential challenges of gamification in English teaching.

20% 

The student provides constructive feedback on at least two classmates’ activities.

20% 

The activities and feedback are submitted on time.

10% 

Total

100%

2.7 Integrative Activity. Lesson Plan with Innovative Strategies Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 19 de octubre de 2025, 23:59

Combining innovative strategies with digital tools can transform the English language learning experience. This activity provides an opportunity to design, simulate, and reflect on a creative lesson plan.

Learning objective:

To apply innovative didactic strategies and digital tools in the creation of a comprehensive English lesson plan, in order to simulate its use and reflect on its effectiveness.

Instructions: Read the following articles:

Innovative strategies for teaching English language learners. UMass Global.
Innovative and Creative English Teaching Strategies: A Conceptual Framework.

Watch the video:

ESL TEACHER TRAINING: HOW TO CREATE A LESSON PLAN

Research additional information from reliable sources to strengthen your understanding from the topic. Take notes using the most important ideas from the articles and video. Design a lesson plan that includes:

At least two innovative strategies
At least two digital tools.
Clear objectives
Warm-up, guided and independent practice
Wrap-up
Materials
Evaluation criteria

Using an AI tool, test your lesson plan, ask the AI to give feedback about the plan. Write a reflection contrasting the AI feedback with your own assessment. Include your references according to APA format. Deliver your work on time in the corresponding space. Product to be delivered

Lesson plan and AI simulation reflection

Evaluation criteria

Criterion

Score

The lesson plan effectively incorporates innovative strategies and digital tools, ensuring these strategies are applied in a practical, engaging way to promote student engagement.

25%

The lesson plan includes clear, measurable objectives and step-by-step instructions for activities, ensuring they are aligned with the innovative strategies and easy for the teacher to follow.

20% 

The lesson plan includes interactive, student-centered activities that foster engagement and collaboration, promoting active learning and participation.

20% 

The plan provides clear assessment strategies and criteria that are aligned with the objectives and activities, enabling the teacher to evaluate student performance effectively.

15% 

The reflection thoughtfully compares the responses of AI, analyzing the effectiveness of AI in simulating the lesson plan and the ideas from the teacher.

10% 

Trustworthy sources are used to support the lesson plan and reflection, with accurate APA citations included for all references. 

 5%

The lesson plan and reflection are submitted on time, in the correct format, and according to the instructions provided.

 5%

Total

100%

Resources:

Enjoy English With Mrs A. (2020, November 15). ESL TEACHER TRAINING: HOW TO CREATE A LESSON PLAN. [Video].YouTube. https://www.youtube.com/watch?v=UjnS2hC2R1c 
University of Massachusetts. (2022). Innovative strategies for teaching English language learners. UMass Global. https://www.umassglobal.edu/blog-news/innovative-strategies-for-teaching-english-language-learners 
Zarei, N., &  Fabregas, I. D. (2024). Innovative and Creative English Teaching Strategies: A Conceptual Framework. Recoletos Multidisciplinary Research Journal 12(1), 73-84. https://doi.org/10.32871/rmrj2412.01.06

3.1 Forum. What Makes a Game Fun? Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 3 Por hacer: Recibir una calificación

Games have specific elements that make them enjoyable and motivating. Understanding these aspects helps teachers adapt them to the classroom in ways that promote language learning.

Learning objective:

To reflect on the engaging elements of educational games through forum interaction, in order to evaluate their applicability in English language teaching.

Instructions: Reflect on the knowledge you already have about the elements that are implicit in the games that make it fun for the students and people who played. There is no need to search on the web.Write a paragraph where you answer the following questions:

What makes a game fun and engaging in general?
What makes a game enjoyable and effective for language learning?
How can fun elements in games boost student motivation in English classes?
Can you share a game you’ve used or seen that worked well in teaching English? Why was it successful?

Go to the Forum and share your paragraph with your classmates.Read and provide constructive feedback on at least 2 of your peer’s ideas.

Suggestions:

Follow the Netiquette Rules.
Be respectful and polite.

Product to be delivered

Forum participation

Evaluation criteria

Criterion

Score

The paragraph includes the answers to the questions in a clear, coherent and comprehensible way.

70%

The student provides constructive feedback on at least two classmates’ work.

15% 

The contribution and feedback are submitted on time.

15% 

Total

100%

3.2 Activity. Elements of Gamification Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 26 de octubre de 2025, 23:59

Gamification elements like points, badges, and challenges can transform a classroom into an engaging learning environment. Knowing their characteristics and educational purpose ensures meaningful integration into lesson design.

Learning objective:

To examine the key components of gamification by developing an infographic, in order to understand how to apply them effectively in English teaching.

Instructions: Read the following articles:

Gamifying higher education. Beyond badges, points and leaderboards.
Gamification Elements and Their Impacts on Teaching and Learning
Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification.

Research additional information from reliable sources to strengthen your understanding from the topic.Take notes using the most important ideas from the articles and the research.Based on the collected information, create an infographic that highlights the following elements:

Points
Badges
Leaderboards
Challenges
Rewards
Definitions and key characteristics. 
Emphasize the educational functions.

Include your references according to APA format.Deliver your work on time in the task mailbox, in PDF format.

Suggestions:

Use free design tools like Canva, Genially or Prezi.
If you use AI tools, be sure to personalize your infographic and edit the final design.

Product to be delivered

Infographic

Evaluation criteria

Criterion

Score

The infographic includes elements Points, Badges, Leaderboards, Challenges, Rewards and emphasizes the educational functions; it is properly classified and defined.

25%

The information is accurate, well-researched, and includes key characteristics of each element.

25% 

All sources are correctly cited in APA format. If AI tools were used, the design is personalized and edited. External content is properly acknowledged.

15% 

The infographic is well-structured, visually clear and appealing, with good layout, proper tool usage (e.g., Canva, Prezi), and free of spelling or grammar errors.

20% 

The work is submitted in PDF format, on time, and includes all required elements in a clear and organized manner.

15% 

Total

100%

Resources:

Fischer, H., Heinz, M., & Schlenker, L. (2019). Gamifying higher education. Beyond badges, points and leaderboards. https://d-nb.info/1233869299/34
Rahman, M. H. A.;  Ismail, Dr.; Noor, A. Z. B. M. & Salleh, N. S. B. M. (2018). Gamification Elements and Their Impacts on Teaching and Learning – A Review The International Journal of Multimedia & Its Applications (IJMA),  10(6). https://ssrn.com/abstract=3333587
HUANG, B., HEW, K.F. (2015). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. International Conference on Computers in Education. https://library.apsce.net/index.php/ICCE/article/view/3213

3.3 Activity. Interactive Game Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 2 de noviembre de 2025, 23:59

Interactive games can encourage active participation and create an immersive language learning environment. This activity focuses on designing a classroom task with clear gamification elements.

Learning objective:

To create a gamified learning task using game mechanics, in order to promote engagement and meaningful practice in the English classroom.

Instructions: Read the following articles:

Gamification in English as Second Language (ESL) Learning: A Systematic Review.

Watch the videos:

4 ways to gamify your classroom to engage students.
How to use gamification in language learning.

Research additional information from reliable sources to strengthen your understanding from the topic. Take notes using the most important ideas from the articles and video. Design a visual representation, can be a flowchart, table, chart, or slides, of a classroom task incorporating gamification elements such as levels, feedback, or time limits. Include your references according to APA format. Deliver your work on time in the task mailbox, in PDF format. Product to be delivered

Visual Task Design

Evaluation criteria

Criterion

Score

The work clearly integrates at least three gamification elements into the task.

40%

The visual representation is clear, organized, and easy to follow.

25% 

The task is relevant to English language learning objectives.

20% 

The task is submitted on time including the references according to APA format.

15% 

Total

100%

Resources:

ClassPoint. (2022, June 06). 4 ways to gamify your classroom to engage students. [Video]. YouTube https://www.youtube.com/watch?v=-UXsuofrUdk 
British Council | TeachingEnglish. (2023, July 13). How to use gamification in language learning. [Video]. YouTube. https://www.youtube.com/watch?v=f6_23KffS7M 
Arip, Alisha Javrylnna & Hashim, Harwati. (2024). Gamification in English as Second Language (ESL) Learning: A Systematic Review. International Journal of Academic Research in Progressive Education and Development. 13. 10.6007/IJARPED/v13-i4/24069. https://www.researchgate.net/publication/387037037_Gamification_in_English_as_Second_Language_ESL_Learning_A_Systematic_Review

3.4 Activity. Game-based Tool in Action Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 2 de noviembre de 2025, 23:59

Game-based learning tools offer creative ways to engage students while practicing language skills. Designing a mini-game helps teachers apply theory into an interactive learning product.

Learning objective:

To demonstrate the use of a game-based learning tool by designing and showcasing a mini-game for English learners.

Instructions: Read the following articles:

INTEGRATING GAMIFICATION INTO CURRICULUM DESIGN: ENHANCING ADOLESCENT STUDENTS’ DECISION MAKING, PROBLEM SOLVING AND CRITICAL THINKING CAPACITIES.
Gamification in Education. 
10 Fun ESL Games and Activities for Teaching Kids English Abroad.

Watch the video:

Online ESL game design workshop for teachers | Miro canva power point.

Research additional information from reliable sources to strengthen your understanding from the topic. Take notes using the most important ideas from the articles and video. Choose a tool, Blooket, Educandy, or any other you are familiar with, and design a mini-game for a specific English topic. Record a demo video or screen capture showing the game in action. In a Word document include the link for your game and video demo. Include your references according to APA format. Deliver your work on time in the task mailbox, in PDF format. Product to be delivered

Mini-game and demo video

Evaluation criteria

Criterion

Score

The game demonstrates appropriate application of game-based learning principles.

40%

The design is engaging, relevant, and aligned to the chosen English topic.

30% 

The demo video is clear, concise and showcases the game effectively.

20% 

The task is submitted on time and the references are according to the APA format.

10% 

Total

100%

Resources:

Shaikh Sara Nazneen. (2024). INTEGRATING GAMIFICATION INTO CURRICULUM DESIGN: ENHANCING ADOLESCENT STUDENTS’ DECISION MAKING, PROBLEM SOLVING AND CRITICAL THINKING CAPACITIES. MLAC Journal for Arts, Commerce and Sciences (m-JACS) ISSN: 2584-1920, 2(3), 7–12. https://doi.org/10.59415/mjacs.v2i3.202. https://journals.mlacwresearch.org/index.php/mjacs/article/view/202/210
Christopoulos, Athanasios & Mystakidis, Stylianos. (2023). Gamification in Education. Encyclopedia. 3. 1223-1243. 10.3390/encyclopedia3040089. https://www.researchgate.net/publication/374420015_Gamification_in_Education
Lander, E. (2024). 10 Fun ESL Games and Activities for Teaching Kids English Abroad. https://www.gooverseas.com/blog/10-best-games-esl-teachers 
ITTT International TEFL & TESOL Training. (2021, March 23). Online ESL game design workshop for teachers | Miro canva power point. [Video]. YouTube. https://www.youtube.com/watch?v=g67jSAZzbPY

3.5 Activity. Reflection on Gamification Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 9 de noviembre de 2025, 23:59

Reflective writing helps consolidate learning by connecting theoretical knowledge with practical application. This essay is an opportunity to evaluate gamification’s impact on English teaching.

Learning objective:

To reflect on the pedagogical value of gamification in English language education by writing an essay that integrates theoretical and practical insights gained throughout the module.

Instructions: Write a 3-5 page essay focusing on the application of gamification in English Language Teaching based on the concepts, tools and examples explored in Module 3.Organize your essay into the following sections:

Introduction: Briefly define gamification and explain its relevance in ELT.
Key Learnings: Describe the most valuable concepts, strategies, or tools from the module.
Critical Analysis: Discuss the advantages, limitations, and potential challenges of applying gamification in English teaching.
Practical Applications: Provide at least two concrete examples of how you would implement gamification in your own educational context.
Conclusion: Summarize the main points and suggest future directions for learning or research.

Include your references according to APA format. Upload your product in the corresponding place. Product to be delivered

Reflective Essay

Evaluation criteria

Criterion

Score

The essay demonstrates a thorough understanding of gamification concepts and strategies in ELT.

30%

The essay is clear and well-structured, with all required sections.

30% 

The essay offers a balanced critical perspective, including both advantages and limitations, supported by relevant examples.

20% 

The essay is clearly written, using appropriate academic language with correct grammar, spelling, and punctuation. The tone is formal and professional.

10% 

The essay is submitted in time including the references according to APA format.

10% 

Total

100%

Resources:

Module's content

3.6 Integrative Activity. Gamifies Lesson Plan Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 9 de noviembre de 2025, 23:59

A gamified lesson plan combines lesson objectives with structured game elements to maximize motivation and learning outcomes. This activity allows you to design a full lesson incorporating the techniques explored in the module.

Learning objective:

To develop a complete gamified lesson plan by applying elements such as missions, points, or badges, in order to demonstrate mastery of gamification techniques in instructional design.

Instructions: Research in reliable sources about gamified lesson planning. Design a lesson plan including:

Topic and student target. 
Learning objectives.
Warmup activities.
Guided and independent activities.
Wrapup activities.Gamification elements. 
Materials and resources.
Evaluation criteria.

Write a brief reflection on the design process and its potential classroom impact. Include your references according to APA format. Upload your product in the corresponding place. Product to be delivered

Lesson Plan and reflection

Evaluation criteria

Criterion

Score

The lesson plan includes all required sections and integrates gamification elements effectively.

50%

The activities are coherent, engaging, and aligned with objectives.

20% 

The reflection demonstrates insight into the design process and expected learning impact.

15% 

The work is well-organized, with proper APA references.

10% 

The work is submitted on time.

5% 

Total

100%

Resources:

Module's content

Project Design. Gamified Learning Plan Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 16 de noviembre de 2025, 23:59

Planning a gamified instructional project involves combining didactic strategies with game elements to create a motivating and effective learning environment. This activity allows you to integrate theory and practice into a cohesive weekly plan.

Learning objective:

To design an integrated didactic and gamified instructional project demonstrates the application of course concepts in a real or simulated English language teaching context.

Instructions: Read the following articles:

The Design and Development of a Gamification Teaching Methods Based on a Focus Group Interview.
Implementation of gamification principles into higher education.

Watch the video:

How gamification can be used in ELT.

Research additional information from reliable sources to strengthen your understanding from the topic. Take notes using the most important ideas from the articles and video. Consider your target students: age, proficiency level, learning styles and educational context. Design a one-week teaching project that includes:

Learning Objectives
Content and lesson sequence
Warm-up, guided and independent practice, wrap-up activities
Materials and resources
Assessment/evaluation strategies
Evidence/products expected from students
Weekly schedule
Observation guide to assess student engagement and participation 

Format your project clearly and include all required sections. Once completed, include your teaching project in the designated space. Product to be delivered

Project Plan

Evaluation criteria

Criterion

Score

The project effectively integrates didactic and gamified teaching methodologies and strategies.

25%

The teaching project includes clear objectives, a well-defined lesson sequence, and aligned activities.

20% 

The project is tailored to the needs of the target students and context.

20% 

The project includes appropriate materials and resources to support the lesson, as well as assessment and evaluation strategies.

15% 

The project defines clear evidence or products expected from students, and includes a guide for assessing student engagement and participation during the lessons.

10% 

The project is well-organized, with a clear format and all required sections. 

5% 

The project is submitted on time and the references are included in APA format. 

 5%

Total

100%

Resources:

Xu, Caixia & Abdullah, Mohd. (2024). The Design and Development of a Gamification Teaching Methods Based on a Focus Group Interview. Asian Pendidikan. 4. 23-32. 10.53797/aspen.v4i2.4.2024. https://www.researchgate.net/publication/388184417_The_Design_and_Development_of_a_Gamification_Teaching_Methods_Based_on_a_Focus_Group_Interview
Paľová, D., & Vejačka, M. (2022). Implementation of gamification principles into higher education. European journal of educational research, 11(2), 763–779. https://doi.org/10.12973/eu-jer.11.2.763
British Council | TeachingEnglish. (2023, January 27). How gamification can be used in ELT. [Video]. YouTube. https://www.youtube.com/watch?v=9QjKSEfYA64

Implementation: Practice, virtual or face-to-face Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 23 de noviembre de 2025, 23:59

Implementing a teaching project provides firsthand experience in applying gamification and didactic strategies in the classroom, allowing for observation and reflection on student engagement and learning outcomes.

Learning objective:

To implement an integrated didactic and gamified instructional project demonstrates the application of course concepts in a real or simulated English language teaching context.

Instructions: Read the following articles:

Gamification in English Language Teaching: A Didactic Proposal for Primary Education.
The use of gammification in the English language classroom to increase vocabulary in beginners (a1 level).

Research additional information from reliable sources to strengthen your understanding from the topic.Carry out your teaching project with a class for one week.Keep a field diary that includes:

A summary of daily activities
Student participation and engagement
Challenges encountered
Observations on whether objectives were met

Your practice diary can be written in a Word document or by hand in a notebook.If you choose to submit your diary as a notebook, ensure that:

The images of the pages are clear and legible.

Submit your practice diary in the corresponding space on time. Product to be delivered

Evidence and Field Diary

Evaluation criteria

Criterion

Score

The diary includes clear and detailed summaries of daily activities with observations on participation and engagement.

45%

The diary reflects on challenges and solutions.

20% 

The diary provides a critical evaluation of whether the objectives for each lesson were met, with reflections on how effectively the strategies promoted student learning outcomes.

15% 

The field diary is well-organized and easy to follow, with clear structure and legible entries (whether handwritten or typed). The daily reflections are coherent and logical.

15% 

The field diary is submitted on time, with clear images if handwritten, and meets all submission requirements as outlined in the instructions.

5% 

Total

100%

Resources:

Moreno, F., E., Orcera, E., E. (2024). Gamification in English Language Teaching: A Didactic Proposal for Primary Education. https://reunir.unir.net/bitstream/handle/123456789/17745/Gamification%20in%20English%20Language%20Teaching%20A%20Didactic%20Proposal%20for%20PrimaryEducation.pdf?sequence=4&isAllowed=y
León-Flores, Clara Lucia, & Vega-Auquilla, Melita Vanessa. (2022). The use of gammification in the english language classroom to increase vocabulary in beginners (a1 level). Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes, 5(9), 30-55. Epub 26 de diciembre de 2022.https://doi.org/10.35381/e.k.v5i9.1662

Evaluation: Effectiveness of the Project Requisitos de finalización Hecho: Ver Por hacer: Hacer un envío Por hacer: Recibir una calificación Cierre: domingo, 30 de noviembre de 2025, 23:59

Evaluating a teaching project involves assessing the effectiveness of the strategies used, identifying strengths and areas for improvement, and providing evidence-based conclusions.

Learning objective:

To evaluate an integrated didactic and gamified instructional project demonstrates the application of course concepts in a real or simulated English language teaching context.

Instructions: Read the following articles:

Preparing a Teaching Portfolio.

Research additional information from reliable sources to strengthen your understanding from the topic.Take notes using the most important ideas from the articles and video.Gather the field diaries you maintained throughout the project. Review your entries to identify key observations regarding the activities conducted.Write a detailed Teaching Practice Report that includes:

Cover page, Index, and Introduction.
Summary of Activities conducted. 
    Description of the activities conducted during the 1-week project.
    Overview of the lesson plans and how they were implemented.
    Description of the implementation and highlights
    Challenges and solutions
    Evidence and Results.
Conclusion and Reflection
Annexes

Ensure that your report is well-organized, clear, and includes all required elements. The format is clear and uniform. Deliver your work on time in the corresponding space. Product to be delivered

Practice Report

Evaluation criteria

Criterion

Score

The report provides a thorough reflection on the teaching experience, evaluating the effectiveness of the methodologies and strategies used. It identifies strengths, areas for improvement, and personal growth as an educator.

30%

The report includes a detailed summary of the activities conducted, providing an overview of how the lesson plans were implemented and how each activity contributed to student learning.

25% 

The report clearly identifies challenges encountered during the teaching practice and provides thoughtful solutions or strategies that were applied to overcome these challenges.

20% 

The report includes concrete evidence (e.g., screenshots of student work, field diaries, and other materials) to support the observations and conclusions. It evaluates how the activities impacted student engagement and learning outcomes.

10% 

The report is well-organized, with a clear structure (cover page, index, introduction, summary of activities, challenges, evidence, conclusion, and reflection). It is easy to follow, with consistent formatting and professional presentation.

10% 

The report includes accurate and properly formatted APA references, citing all sources used, including those for external research and course materials. 

 5%

Total

100%

Resources:

Mues, F., Sorcinelli, M. D., & The Center for Teaching. (2000). Preparing a Teaching Portfolio. https://www.slu.edu/cttl/docs/cuts-forms/preparing-a-teaching-portfolio.pdf

Reflection: Professional Growth Requisitos de finalización Hecho: Ver Por hacer: Hacer publicaciones en foro: 3 Por hacer: Recibir una calificación

Reflecting on the teaching process allows educators to evaluate personal growth, assess the effectiveness of strategies, and refine future instructional practices.

Learning objective:

To reflect on the results and the impact of the implementation of an integrated didactic and gamified instructional project in a real or simulated English language teaching context.

Instructions: Read the following articles:

The reflective practitioner. Reflective Practice.
Revisiting Donald Schön’s notion of reflective practice: a Daoist interpretation.

Research additional information from reliable sources to strengthen your understanding from the topic.Take notes using the most important ideas from the articles and video.Write a reflective text discussing:

Learning process throughout the course and project implementation.
Impact of didactics and gamification on your teaching vision and students’ learning.

Share your text in the corresponding forum space. Review your classmate’s texts and give feedback to at least 2 of them.

Suggestions:

Use the Netiquette Rules. 

Be respectful and polite. 

Product to be delivered

Reflective Document

Evaluation criteria

Criterion

Score

The text clearly reflects the impact of gamification and game-based learning in the English Language Teaching.

70%

The student provides constructive feedback on at least two classmates’ text.

25% 

The text and feedback are submitted on time.

5% 

Total

100%

Resources:

Slesser, S., Morago, P., Bruce, L., & Macmillan, M. (s/f). The reflective practitioner. Reflective Practice. Recuperado el 16 de julio de 2025, de https://content.iriss.org.uk/reflectivepractice/practitioner.html 
Tan, Charlene. (2020). Revisiting Donald Schön’s notion of reflective practice: a Daoist interpretation. Reflective Practice. 21. 1-13. 10.1080/14623943.2020.1805307 https://www.researchgate.net/publication/343513339_Revisiting_Donald_Schon's_notion_of_reflective_practice_a_Daoist_interpretation