Game-based learning and gamification in Cuban English teacher trainees

Abstract

This study investigates the potential of game-based learning and gamification to enhance English Language Teaching in resource-limited contexts, focusing specifically on Cuban teacher trainees’ engagement, motivation, and vocabulary learning. Based on interviews with Cuban trainees. These activities incorporate educational games, simulations, and interactive tasks aimed at vocabulary learning, using mechanics such as awarding points for contextual vocabulary use. Using a mixed-methods approach with surveys and interviews, findings reveal that Cuban teachers also had favorable perceptions of gamification, recognizing its ability to create more interactive classrooms despite resource challenges. The study suggests gamification could transform ELT in Cuba.