Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 6 No. 9.2
Edición Especial III 2025
Página 843
USE OF GAMIFICATION TOOLS TO DEVELOP WRITING SKILLS IN A1-LEVEL
SCHOOL STUDENTS
USO DE HERRAMIENTAS DE GAMIFICACIÓN PARA DESARROLLAR HABILIDADES
DE ESCRITURA EN ESTUDIANTES DE NIVEL A1
Autores: ¹Ana Gabriela Muñoz Casa, ²Gloria Susana de Lourdes Durán Muñoz, ³Diana Carolina
Egas Herrera y
4
Josué Reinaldo Bonilla Tenesaca.
¹ORCID ID: https://orcid.org/0000-0001-8915-3377
²ORCID ID: https://orcid.org/0009-0005-1166-3090
²ORCID ID: https://orcid.org/0000-0003-2878-0689
4
ORCID ID: https://orcid.org/0000-0002-6748-2345
¹E-mail de contacto: agmunozc_a@ube.edu.ec
²E-mail de contacto: gsduranm@ube.edu.ec
³E-mail de contacto: dcegash@ube.edu.ec
4
E-mail de contacto: jrbonillat@ube.edu.ec
Afiliación:
1*2*3*4*
Universidad Bolivariana del Ecuador, (Ecuador).
Articulo recibido: 3 de Octubre del 2025
Articulo revisado: 3 de Octubre del 2025
Articulo aprobado: 6 de Octubre del 2025
¹Licenciatura en Ciencias de la Educación mención Inglés egresada de la Universidad Central del Ecuador, (Ecuador) con años de
experiencia laboral. Maestrante de la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad Bolivariana del
Ecuador, (Ecuador).
²Profesora de Segunda Enseñanza, especialización Lengua y Literatura egresada de la Universidad del Azuay, (Ecuador) con años de
experiencia laboral como docente de Inglés. Maestrante de la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad
Bolivariana del Ecuador, (Ecuador).
³Licenciatura en Asistencia Gerencial y Relaciones Públicas adquirida en la Universidad Técnica Particular de Loja, (Ecuador), Magíster
en Pedagogía de los Idiomas Nacionales y Extranjeros con mención en Enseñanza de Inglés adquirida en la Universidad Casa Grade,
(Ecuador). Doctorante en Ciencias de la Educación, Universidad Cienfuegos, (Cuba).
4
Licenciatura en Ciencias de la Educación mención Inglés adquirida de la Universidad Técnica Particular de Loja, (Ecuador). Ingeniería
en Administración de Empresas de la Universidad Metropolitana, (Ecuador). Magíster en Pedagogía de los Idiomas Nacionales y
Extranjeros mención en Enseñanza Inglés adquirida de la Universidad Casa Grande, (Ecuador). PhD. en Ciencias Pedagógicas adquirida
de la Universidad de Oriente, (Cuba).
Resumen
El propósito de este estudio fue determinar
cómo las herramientas de gamificación pueden
mejorar las habilidades de escritura en
estudiantes de inglés como lengua extranjera
(EFL) de nivel A1. La investigación se llevó a
cabo en la Unidad Educativa Particular
Cristiana New Life con una muestra intencional
de 40 estudiantes de séptimo grado de 11 a 12
años, que demostraron alfabetización digital
básica y estaban activamente matriculados en
clases de escritura de EFL. El estudio empleó
un enfoque de métodos mixtos para recopilar
datos cualitativos y cuantitativos. Se utilizó una
metodología pretest-posttest para el
componente cuantitativo, que se evaluó
mediante una rúbrica vinculada al MCER que
priorizaba el vocabulario, la estructura de la
oración, la gramática, la coherencia y la fluidez.
Con el fin de investigar las reacciones
emocionales y motivacionales durante los
ejercicios de escritura gamificada utilizando
plataformas como Wordwall y Quizizz, el
componente cualitativo consistió en un
cuestionario de percepción de los estudiantes.
Los resultados revelaron mejoras notables en la
construcción de frases, el uso del vocabulario y
la fluidez general de la escritura. Además, al
participar en tareas de escritura gamificadas, los
estudiantes demostraron mayores niveles de
creatividad, confianza e implicación. Según
estos resultados, la inclusión de técnicas de
gamificación en la enseñanza de la escritura
puede crear un aula más atractiva y acogedora.
En base a los resultados de este estudio, la
gamificación puede considerarse una estrategia
pedagógica eficaz para desarrollar las destrezas
básicas de escritura en jóvenes estudiantes de
EFL de nivel A1.
Palabras clave: Gamificación, Habilidades
de escritura, Proceso de aprendizaje,
Motivación, Estudiantes de nivel A1, EFL.
Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 6 No. 9.2
Edición Especial III 2025
Página 844
Abstract
The purpose of this study was to determine how
gamification tools can enhance writing skills in
A1-level English as a Foreign Language (EFL)
students. The research was conducted at
Unidad Educativa Particular Cristiana New
Life with a purposive sample of 40 seventh-
grade students aged 11 to 12, who
demonstrated basic digital literacy and were
actively enrolled in EFL writing classes. The
study employed a mixed-methods approach to
collect both qualitative and quantitative data.
A pretest-posttest methodology was used for
the quantitative component, which was
assessed using a rubric linked with the CEFR
that prioritized vocabulary, sentence structure,
grammar, coherence, and fluency. In order to
investigate emotional and motivational
reactions during gamified writing exercises
using platforms like Wordwall and Quizizz, the
qualitative component comprised a student
perception questionnaire. The results revealed
notable improvements in sentence
construction, vocabulary usage, and overall
writing fluency. Additionally, when taking part
in gamified writing assignments, students
demonstrated increased levels of creativity,
confidence, and involvement. According to
these results, including gamification
techniques into writing teaching can create a
more engaging and welcoming classroom.
Based on the outcomes of this study,
gamification can be considered an effective
pedagogical strategy for developing
foundational writing skills in young A1-level
EFL learners.
Keywords: Gamification, Writing skills,
Learning process, Motivation, A1 level
students, EFL.
Sumário
O objetivo deste estudo foi determinar de que
forma as ferramentas de gamificação podem
melhorar as competências de escrita dos alunos
do nível A1 de Inglês como Língua Estrangeira
(EFL). A investigação foi realizada na Unidad
Educativa Particular Cristiana New Life com
uma amostra intencional de 40 alunos do
sétimo ano, com idades entre os 11 e os 12
anos, que demonstraram literacia digital básica
e estavam ativamente inscritos em aulas de
escrita de EFL. O estudo utilizou uma
abordagem de métodos mistos para recolher
dados qualitativos e quantitativos. Foi
utilizada uma metodologia pré-teste-pós-teste
para a componente quantitativa, que foi
avaliada através de uma rubrica ligada ao
QECR que dava prioridade ao vocabulário, à
estrutura das frases, à gramática, à coerência e
à fluência. A fim de investigar as reacções
emocionais e motivacionais durante os
exercícios de escrita gamificada utilizando
plataformas como o Wordwall e o Quizizz, a
componente qualitativa incluiu um
questionário de perceção dos alunos.
Os resultados revelaram melhorias notáveis na
construção de frases, na utilização de
vocabulário e na fluência geral da escrita. Além
disso, ao participarem em tarefas de escrita
gamificadas, os alunos demonstraram níveis
mais elevados de criatividade, confiança e
envolvimento. De acordo com estes resultados,
a inclusão de técnicas de gamificação no ensino
da escrita pode criar uma sala de aula mais
envolvente e acolhedora. Com base nos
resultados deste estudo, a gamificação pode ser
considerada uma estratégia pedagógica eficaz
para desenvolver competências fundamentais
de escrita em jovens aprendentes de EFL de
nível A1.
Palavras-chave: Palavras-chave:
Gamificação, Habilidades de escrita,
Processo de aprendizagem, Motivação,
Alunos de nível A1, EFL.
Introduction
One of the most difficult abilities to master
when learning a second language is writing,
which calls for students to combine their
knowledge of grammar, vocabulary,
organization, and creativity to create works that
are meaningful and cohesive (Hyland,
2019). Among the four main language skills
listening, speaking, reading, and writing is often
described as the hardest to learn, especially for
beginner-level students, because it demands
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Vol. 6 No. 9.2
Edición Especial III 2025
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both linguistic knowledge and cognitive
processing According to the CEFR, learners at
level A1 have difficulty making sentences,
choosing words, and expressing their thoughts
clearly (Lightbown & Spada, 2021). - Writing
is more challenging to learn than speaking and
listening because it gets less time in school.
Students may not meet the goals of what they
learn, which can make them less confident and
successful in speaking and writing. Writing well
at an early age is very important. Writing helps
you think critically, express yourself, and
participate in school and work, and it also helps
you communicate with others. When students
learn how to write well at an early age, they can
handle harder writing tasks as they get older.
They can think more clearly and use words
more accurately. This helps them in their
education (Harmer, 2015). However, typical
teaching methods often cause young students to
become disengaged, which leads to low
motivation and passive involvement. Children
may learn rules by doing worksheets, drills, and
following the teacher, but these methods do not
help them be creative or involved. This
situation calls for innovative pedagogical
strategies that make writing a meaningful and
enjoyable experience for beginners.
In recent years, gamification has emerged as a
promising solution to these challenges, this term
describes the practice of applying elements such
as points, badges, levels, challenges, and
rewards in non-game contexts, including
education (Deterding et al., 2011; Kapp, 2012).
The purpose of gamification is not to turn
learning into a game, but rather to harness the
motivational power of games to increase
engagement and persistence. Gamification has
been demonstrated in educational contexts to
increase intrinsic motivation, motivate students
to take responsibility for their own learning, and
support active learning (Dichev & Dicheva,
2017; Majuri et al., 2018). Because they can
provide interactive, real-time learning
experiences, platforms like Wordwall and
Quizizz have become increasingly popular.
These tools allow teachers to design
personalized activities that provide instant
feedback, track student progress, and foster
healthy competition. Teachers can make fun
games like word searches, quizzes, and
matching exercises with the Wordwall web
platform. It can be used in classrooms with
different technological resources because it has
both printable and interactive digital tasks.
Wordwall makes it easy to write in different
ways. You can choose from many templates
that you can change to fit your level of language
skills. Quizizz is a game-based learning
platform that lets educators create tests and
learning contests for students. Students may
participate in these assessments or competitions
alone or in groups. Students can learn more and
have fun by playing games that allow them to
compete with others, see how well they do, and
receive immediate feedback (Quizizz, 2023).
Students can learn through play in a safe setting
with prompt feedback to help them grow thanks
to these technologies, which also promote
active involvement.
Studies on gamification in language learning
have reported encouraging results. Particularly
in the context of writing abilities, Hung (2017)
and Wang (2020) found that gamification
improved learners' language usage,
inventiveness, and concept organization. These
results suggest that using game-based tactics in
writing classes can make them more dynamic
and engaging. Despite these encouraging
results, the body of extant material still has
gaps. Most research on gamification has
focused on intermediate or advanced learners,
while beginner-level students particularly those
at the A1 level remain underrepresented
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(Pereira et al., 2022). Since they are still
learning the fundamentals of grammar and
vocabulary, beginners need more direction and
scaffolding. Additionally, while gamification
has been investigated in a number of skill areas,
such as vocabulary learning and reading
comprehension, fewer studies have looked
specifically at its effects on writing growth.
This makes it necessary to do empirical research
that examines how gamification can help A1
learners with the particular difficulties they
encounter when writing texts in the framework
of Ecuadorian education. Even though English
is taught as a foreign language all over the
country, challenges still face both teachers and
pupils. Inadequate technological integration,
large class sizes, and a lack of resources all
hinder the development of important skills like
writing (Education Ministry, 2016). Writing is
frequently overlooked in favor of more readily
evaluated abilities like oral participation or
grammar drills. Because of this, a large number
of pupils graduate from elementary school with
just rudimentary writing skills, which has an
impact on their confidence and performance in
subsequent grades. Implementing gamification
in this context offers an opportunity to address
these problems by providing a motivating,
student-centered approach that encourages
consistent practice and improvement.
Similar difficulties are faced by Unidad
Educativa Particular Cristiana New Life, the
school where this study was carried
out. According to CEFR standards, the
seventh-grade pupils at this institution, who
range in age from 10 to 11, are at the A1 level
of English. In writing assignments,
observations showed that many students had
trouble with language usage, sentence structure,
and fluency. Teachers said that in order to
maintain students' motivation and engagement
throughout writing courses, traditional
approaches were not enough. These factors
made the school an ideal setting to explore the
potential of gamification as an instructional
strategy. The main objective of this study was
to determine how gamification tools can
enhance the writing skills of A1-level English
language learners. To achieve this aim, the
research focused on three specific goals: first, to
analyze the effects of gamified writing activities
on students’ development of sentence
formation, vocabulary usage, and writing
fluency using a pretest-posttest design with an
analytic rubric; second, to explore students’
perceptions and levels of engagement during
gamified writing tasks through questionnaires;
and third, to identify the perceived impact of
gamification tools on students’ motivation,
confidence, and creativity in writing tasks
through post-intervention reflections and
feedback. These objectives guided the design of
the study and helped ensure a comprehensive
understanding of how gamification could
influence both the cognitive and affective
dimensions of writing skill development.
To accomplish these goals, Wordwall and
Quizizz were incorporated into four
instructional sessions designed to develop
writing skills progressively. Through
interactive games, Wordwall was utilized to
teach and practice grammar and vocabulary,
while Quizizz supported writing challenges in
which students constructed sentences and brief
texts both independently and
cooperatively. These platforms offered a
controlled setting where students could
complete worthwhile writing assignments and
get prompt performance evaluation. The
primary standards for assessing writing in
compliance with CEFR A1 descriptors were
coherence, grammar accuracy, and vocabulary
utilization. While pretest and posttest results
monitored gains in writing abilities,
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questionnaires and student responses provided
information on motivation, engagement, and
opinions of the gamification process. The
results of this study are intended to support local
and global conversations about creative
approaches to language instruction. At the local
level, they offer evidence-based suggestions to
educators and policymakers for incorporating
gamification into writing teaching in
Ecuadorian schools. This study contributes to
the expanding corpus of research on game-
based learning worldwide, with an emphasis on
beginning students who are frequently
disregarded in studies also demonstrates the
importance of instructional innovation in
fostering motivation, creativity, and linguistic
competence among young EFL learners by
demonstrating how Wordwall and Quizizz may
support writing development. Ultimately, this
research responds to the ongoing need for
dynamic, student-centered classrooms where
writing is not perceived as a mechanical task but
as an engaging and rewarding process. Teachers
can provide kids with worthwhile opportunities
to enhance their basic writing abilities while
fostering the self-assurance and drive required
for long-term language learning success by
fusing organized instruction with enjoyable,
game-based learning.
Materials and Methods
In order to give a thorough grasp of how
gamification technologies affect A1-level
students' writing abilities, this study used a
mixed-methods approach, combining
quantitative and qualitative techniques
(Creswell & Plano, 2018). The quantitative
component employed a pretest–posttest
methodology to gauge gains in writing abilities,
while the qualitative component examined
students' opinions and motivational responses.
The research was conducted. at Unidad
Educativa Particular Cristiana New Life, a
private urban school in Ecuador renowned for
its innovative pedagogy and dedication to
digital learning. According to CEFR
descriptors, 40 seventh-grade kids, ages 11 to
12, who had been diagnosed with A1 level
English proficiency, participated in the study.
Purposive sampling was employed to select
students, ensuring that participants had parental
permission to participate and possessed a
minimal level of digital literacy (Etikan et al.,
2016). The study consisted of three phases:
diagnosis, intervention, and evaluation. In each
phase, specific instruments were applied to
align with the research objectives: Pretest and
Posttest Writing Tasks: Administered before
and after the intervention, these tasks measured
students’ writing performance using a CEFR-
aligned rubric with five criteria: vocabulary
usage, sentence formation, grammar and
syntax, coherence and organization, and fluency
(Aguayo et al., 2023; Brown & Abeywickrama,
2019).
The posttest was conducted via the gamified
platform Word wall and Quizizz, integrating
interactive elements to reinforce engagement
(Khaleel et al., 2021). Student Questionnaire: A
16-item Likert-scale survey explored student
perceptions regarding motivation, confidence,
creativity, and engagement when participating
in gamified writing tasks (Gupta & Pathania,
2021; Alqurashi & Alshahrani, 2023).
Quantitative data from pretests and posttests
were analyzed using descriptive statistics,
including mean scores and percentage
improvements in each rubric criterion.
Qualitative data from the questionnaire was
analyzed through thematic coding to identify
emerging patterns in student attitudes and
behaviors (Creswell & Creswell, 2023). The use
of triangulation helped ensure the reliability of
the findings by cross-verifying results from
multiple data sources.
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Results and Discussion
The results of this study provide clear evidence
that gamification technologies significantly
impact the writing abilities of A1-level English
language learners. The data establish a strong
positive link between gamified learning and
enhanced student performance, offering a
convincing answer to the research question. The
results of the pre-test gave a clear baseline and
showed how much trouble the kids were having
prior to the intervention. Sentence construction,
concept organization, and the proper use of
grammar and vocabulary were among the major
areas where persistent difficulties were found.
Simple, repetitive structures were a common
feature of student texts, which showed a
conspicuous lack of originality. Furthermore,
the main barriers to effective communication
were identified as a noticeable lack of writing
fluency and a significant frequency of spelling
errors. Following the intervention, the post-test
results confirmed a dramatic shift in a positive
direction. The usage of gamification
technologies improved the quality and
consistency of students' work while also
evidently improving their writing abilities.
Notably, students were motivated to write more
creative, coherent, and structurally sound works
by the tools' compelling features. This change
suggests that gamification can both effectively
correct basic writing deficiencies and develop
the abilities required for more complex text
output. (see Table 1).
Table 1. Overal results of pre-test and post-test
N
Min.
Max.
Mean
Std. Deviation
Pre- test
40
7
19
12,82
3,14
Post-test
40
13
20
16,48
2,14
Own elaboration
Table 1 presents the minimum and maximum
grades, along with the means and standard
deviations obtained in the pre- and post-test.
The mean increased to 16.48 (SD = 2.14).
Additionally, the greatest score rose from 19 to
20 and the lowest score improved from 7 to 13
following the intervention. Improved student
consistency is indicated by the post-test's
smaller standard deviation, which suggests a
considerable improvement in these outcomes.
The gamification tools promoted considerable
improvements in writing skills throughout the
instructional period, which was supported by
the size of the intervention, likely having a
medium to significant effect.
Table 2. Results according to the categories of
performance Pre and Post-test
CRITERI
A
Pre-test
Post-test
Mi
n.
Ma
x.
Mea
n
SD
Mi
n.
Ma
x.
Mea
n
SD
Vocabular
y Usage
2
4
3.55
0.6
8
4
4
4.00
0,0
0
Sentence
Formation
1
4
2.48
0.7
5
4
4
4.00
0,0
0
Grammar
& Syntax
1
4
2.45
1.0
4
2
4
3.28
0,6
0
Coherence
&
Organizati
on
1
4
2.13
1.1
0
1
4
2.78
1,1
0
Writing
Fluency
1
4
2.35
0.8
3
1
4
2.63
0,8
4
Own elaboration
Table 2 shows the detailed results by writing
categories. The results show that pupils
improved in every assessed area following the
use of gamification tools: The “Vocabulary
Usage” category reached a perfect score in the
post-test (M = 4.00), suggesting that gamified
activities enhanced students' word choice,
expanding their creative language use.
Additionally, the "Sentence Formation"
category received a maximum score of 4.00,
indicating that pupils have acquired the ability
to construct varied and accurate sentences.
Although mirror errors remained, scores in the
"Grammar & Syntax" category improved from
M = 2.45 to M = 3.28, suggesting better
command of grammar rules.
➢ From M = 2.13 to M = 2.78, the "Coherence
& Organization" category improved,
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indicating that although students improved
their text structure, some still had trouble
properly arranging their thoughts.
➢ Lastly, “Writing Fluency” increased from
M = 2.35 to M = 2.63, reflecting more fluid
sentence production, though with some
ongoing variability.
Overall, the results indicate that the use of
gamification technologies enhanced the caliber
and originality of writing produced by A1-level
pupils. Students were able to write more
actively, expand their vocabulary, refine their
sentence structure, and create more well-
structured works. (see Table 2).
How often gamification was used
During the intervention, methods of
gamification were utilized often, and certain
resources quickly became favored by both
educators and learners. Notably, applications
and platforms like Wordwall and Quizizz were
reported as being in regular use by 83% of
participants. Additionally, 64% of students
indicated that they frequently utilized points,
badges, and leaderboard systems, contributing
to a light-hearted competitive atmosphere that
encouraged student motivation. Activities often
showcased role-playing games and interactive
narratives, which changed writing tasks into fun
and captivating experiences, inspiring students
to participate more actively and enjoy their
learning journey (Figure 1).
Figure 1. Questionnaire Results on Gamification Strategies. This figure illustrates the frequencies of
students’ responses related to the use of gamification strategies in writing activities.
Growth in writing skills and attitudes
The second figure shows a marked enhancement in students' writing skills over the course of the project.
Changes in grammar and sentence construction were particularly evident; by the conclusion, nearly half
of the students were using them accurately on a regular basis. Furthermore, it was uplifting to see that
after incorporating gamification, 57% of learners reported feeling eager to complete their writing tasks.
Other remarkable progress included more creative and vivid expressions, enhanced structuring of ideas
using suitable transition phrases, and a heightened eagerness to engage in writing tasks. Overall, these
results indicate that gamified writing education not only enriched the students' vocabulary and grammar
but also sparked their enthusiasm for writing, which is a vital factor for sustained success and
confidence in language learning (Figure 2).
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Figure 2. Questionnaire Results on Motivation and Writing Performance. This figure illustrates the
frequencies of students’ responses related to their motivation and performance in writing tasks
Implementing gamification techniques in the
classroom significantly transformed A1-level
students' attitudes toward writing. Through
enjoyable and interactive components such as
games, challenges, and digital resources,
learners grew more self-assured, imaginative,
and enthusiastic. Their writing not only
improved but also became more reflective,
expressive, and enjoyable to create. These
findings align with the research conducted by
Ariyanti et al. (2022), which indicated that
gamification fostered the use of more intricate
sentence structures and a broader range of
vocabulary in English as a Foreign Language
scenarios. Similarly, García and Luján (2021)
confirmed the effectiveness of gamification in
enhancing the engagement of elementary school
pupils. In contrast, this particular study
highlighted marked advancements in grammar
and coherence, likely due to its writing-centered
approach and a consistent six-week
intervention, while Romero et al. (2022)
observed that gamification mainly boosted
participation rather than precision. These
outcomes also corroborate the motivational
theories proposed by Dörnyei (2001) and recent
reviews on gamification (Chen & Hwang, 2023;
Sailer & Homner, 2020), which stress the ability
of game-oriented techniques to foster intrinsic
motivation and promote ongoing engagement.
Finally, the integration of gamification tools
significantly improved both the cognitive
dimension (writing quality) and the affective
dimension (motivation and engagement) of A1-
level learners.
Conclusions
This research investigated how the
implementation of gamification tools such as
Wordwall and Quizizz benefits A1-level
learners in improving their writing abilities,
yielding very positive outcomes. Following the
introduction of these tools in lessons, students
not only excelled in writing assignments but
also felt increased motivation and reliance when
communicating in English. The activities
assisted students in constructing more complex
sentences, enhancing their vocabulary, and
presenting their ideas more coherently. Notable
progress was observed particularly in areas like
vocabulary use and sentence creation. Students'
feedback emphasized their enjoyment of game-
based learning, which in turn increased their
willingness to engage and put forth their best
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efforts. What rendered this research particularly
significant was the diverse range of data
gathered: assessment scores, observations made
in the classroom, and students' feedback all
supported the same conclusion that
gamification truly impacted learning. It
transformed the writing experience into one that
was pleasurable rather than daunting. In short,
the incorporation of gaming into writing lessons
led to advancements in both students' writing
capabilities and their confidence in writing.
This approach created a more engaging,
supportive, and positive educational
environment. It provides educators teaching
beginner-level students with an enjoyable and
effective strategy to foster essential writing
skills. Future studies could explore how these
tools operate with learners at different levels of
English proficiency or over extended periods.
Acknowledgments
We would like to express our sincere gratitude
to the authorities, teachers, and students of
Unidad Educativa Particular Cristiana New Life
for their active participation and support
throughout this research. We also thank the
Universidad Bolivariana del Ecuador for
providing the academic guidance and
institutional support needed to carry out this
project successfully. Your collaboration and
commitment were essential to the development
and completion of this study.
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Esta obra está bajo una licencia de
Creative Commons Reconocimiento-No Comercial
4.0 Internacional. Copyright © Ana Gabriela Muñoz
Casa, Gloria Susana de Lourdes Durán Muñoz,
Diana Carolina Egas Herrera y Josué Reinaldo
Bonilla Tenesaca.
