Arguedas Carballo, YanoryVásquez Barrios, JenniferUniversidad HispanoamericanaVargas Vindas, Ariel Gustavo2025-09-232025-09-232025https://dspace-uh-tmp.igniteonline.la/handle/123456789/9570This study aimed to examine the advantages of the Educaplay digital platform for fifth-grade pupils at Cabecera de Cañas School in terms of their acquisition of English vocabulary. A multi-phase data collection and analysis process was designed to accomplish this. First, a pretest based on terminology previously taught in English lessons was given out using paper and pencil. This tool assessed students' levels of retention and memorization in a conventional manner. Based on these preliminary findings, a second phase was carried out with the same questions but included into Froggy Jump, an interactive game from Educaplay. This allowed for a direct comparison of student performance in a fun technology setting against a traditional evaluation setting. Students participated in sessions that involved digital activities in Educaplay for four weeks in a row. Participation, interest, level of focus, teamwork, and openness to learning were all recorded during each session using observation rubrics, questionnaires, interviews and a Likert scale. Students' motivation and active participation gradually increased, according to the data gathered.111 p.DigitalPDFEspañolEDUCAPLAYGAMIFICATIONTASK-BASED LANGUAGE TEACHING (TBLT)VOCABULARY LEARNINGTesisEDU-831