Contextualised Game-Based Learning and Its Effects on Motivation and Classroom Engagement in Rural EFL Contexts
DOI:
https://doi.org/10.57125/FED.2026.06.17Keywords:
Game-based learning, rural education, EFL, affective motivation, local contextualization, low-resource settingsAbstract
This study evaluates the effect of contextualised Game-Based Learning on students’ motivation and classroom engagement within a rural English as a Foreign Language (EFL) context. Conducted in a resource-constrained school in Manabí, Ecuador, the research addresses affective barriers to language acquisition. Utilising a mixed-methods, pre-experimental single-group design, data were collected from 22 students and 3 English teachers over an academic year. The intervention integrates the EFL curriculum with local agricultural practices and traditions through non-digital game mechanics, including physical challenges, team missions, and role-play. Quantitative results indicate a significant improvement in academic performance with a mean increase of 1.51 points (p < 0.001), accompanied by a measurable rise in active classroom engagement metrics. Qualitative findings confirm that contextualising these activities reduced language anxiety and fostered intrinsic motivation by aligning target-language use with students’ immediate reality. The study concludes that contextualised Game-Based Learning provides an efficient and sustainable pedagogical strategy to optimise both engagement and affective motivation in rural environments.
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