Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

The main objective of this study is to examine the correlation between digital skills and their correlation with digital citizenship among students enrolled at a university in Peru. The research was carried out using a sample of 906 participants, encompassing individuals of various genders, with ages spanning from 17 to 54 years. The methodology of choice aligns with a non-experimental, cross-sectional, descriptive-explanatory design. The findings of this study indicate that the development of participation skills, whether in traditional face-to-face settings or in online digital platforms, significantly influences the formation of digital citizenship. The aforementioned observation holds considerable ramifications for the field of digital skills education, underscoring the imperative to prioritize and actively advocate for the development of participation skills in the context of the digital age. The importance of digital skills in our contemporary society is widely acknowledged. However, the connection between digital skills and digital citizenship is intricate and complex.

En los escenarios formativos, la usabilidad resulta fundamental para avanzar con mayor seguridad en la aprehensión de los contenidos formativos. La usabilidad pedagógica indica la satisfacción con la formación recibida, a partir de la valoración del diseño, la navegabilidad y los contenidos brindados por la plataforma virtual. Este estu-dio presenta una experiencia formativa evaluada por 152 docentes de educación superior participes de un curso ofertado por una universidad peruana. Se sigue un diseño metodológico combinado, de encuesta y entrevista. Los resultados obtenidos avalan el alto novel de satisfacción de los docentes respecto a la usabilidad de los recursos online. Este aspecto evidencia la importancia de considerar las características y motivaciones de los participantes en la planificación formativa a fin de contribuir a las re-flexiones que posibilitan la continuidad formativa en dichos entornos. De la misma forma, la valoración satis-factoria con la formación recibida en línea indica no solo una adaptación pertinente de los recursos a sus necesidades, sino también la adquisición de mayores niveles de madurez en el dominio de competencias digitales. Por este motivo, se reclama la interacción constructiva de la práctica pedagógica, así como la transferencia de la propuesta a otros contextos similares.

Introducción: En las sociedades democráticas, es esencial integrar la alfabetización mediática y el pensamiento crítico en la educación universitaria para desarrollar habilidades analíticas y enfrentar la desinformación. Metodología: La investigación, con un enfoque cuantitativo y diseño no experimental, incluyó a 138 estudiantes de segundo año de educación en una universidad pública peruana, utilizando un cuestionario para evaluar su alfabetización mediática y pensamiento crítico, y analizó la correlación entre estas variables. Resultados: Los hallazgos revelaron una correlación positiva media (r = 0.702) entre la alfabetización mediática y el pensamiento crítico, validando la hipótesis general. Discusión. Integrar la alfabetización mediática en los currículos universitarios es crucial, ya que mejora significativamente el pensamiento crítico y las habilidades analíticas de los estudiantes, preparándolos para enfrentar desafíos mediáticos contemporáneos. Conclusiones: Es esencial integrar la alfabetización mediática en la educación para fortalecer el pensamiento crítico, un hallazgo clave para educadores y formuladores de políticas interesados en mejorar las habilidades analíticas estudiantiles.

Globalization and the information and knowledge age in which we find ourselves demands that Higher Education develops English speaking competency in their students to respond adequately to academic and labor challenges, taking advantage of the virtues of the variety of resources offered by technology. YouGlish is an online oral dictionary whose characteristics can be leveraged for the development of English-speaking competency. This study aims to determine the impact of the use of YouGlish on English speaking competency on their sub-skills of fluency, grammatical adequacy, pronunciation, communicative interaction, and vocabulary. The research was of quasi experimental design and was carried out with a sample of 19 students in the Control Group and 19 students in the Experimental Group from a national university in Peru. For data collection, a pre-test and a post-test were applied regarding the English-speaking competency, and a questionnaire of perception on the use of YouGlish was also used. The arithmetic mean indicates that it improved by 35.25 points using YouGlish when comparing the entrance and exit tests. Concluding with an increase in the English-Speaking competency among university students.