ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education

Oct 15, 2026

Lack of research on combining music with CLIL and ICT in Spain’s secondary education motivates an educational innovation proposal. The general objective is to offer a different instructional approach to increase student motivation, while specific aims focus on teaching music in English by integrating content, cognition, and vocabulary through communication and new technologies. Didactic design is audiovisual and multimedia, combining Cuadernia digital flash files and gamification strategies with Quizizz multiplayer questionnaires for cooperative, level-adjusted learning, with Likert-scale results showing high satisfaction and learning impact.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

I. Introduction

ICT and audiovisual tools in secondary education

CLIL demand in bilingual schooling

Rationale for the proposed educational innovation

ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compul sory secondary education Elena Carrión Candel [elena.carrion@unir.net](elena.carrion@unir.net) Universidad Internacional de la Rioja (UNIR), Spain Mercedes Pérez Agustín [mercedes.perez@unir.net](mercedes.perez@unir.net) Universidad Internacional de la Rioja (UNIR), Spain Elena Giménez De Ory [elena.gimenez@unir.net](elena.gimenez@unir.net) Universidad Internacional de la Rioja (UNIR), Spain Abstract Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years. Keywords Music; multimedia resources; secondary education; digital games; CLIL methodology. E.Carrión, M.Pérez & E.Giménez Digital Education Review-Number 39,June 2021 238 ICT and gamification experiences with CLIL methodology as innovative resources for the development of competencies in compulsory secondary education I. Introduction The new standard of teaching-approach proposed by Bologna addressed to a multicultural society focused on information and communication, with changes in family and social structures, creates a series of challenges in the educational context. Also, these advances mean a change in the rethinking of the orientation and methodology of the day to day life in educational institutions, since technology plays a part in our surrounding environment and daily life. Therefore, the training of the teaching staff is a key element for the inclusion and usage of the ICT in the educational process that allows to improve and facilitate the teaching-learning process, adapting to the necessities of each classroom and providing a suitable education for all students. Thus new technologies and ICT applied to education have been reaching an increasingly significant role in the classroom and in the current teaching-learning processes, creating new roles for teachers in the societies and schools of the future, it has also changed the training scenarios and the way in which information is accessed, as well as other traditional elements of the teaching-learning processes, will also change the role of teachers in this situation. Currently, teachers’ functions are more addressed to designing meaningful and motivating learning situations rather than transmitting readily accessible information. In this sense, many authors follow these approaches and consider ICT and audiovisual media as didactic tools that provide a new form to learning environments, and underline the implications that audiovisual media and communication technologies have on the new generations, concei

FAQs

What is the paper’s main goal regarding CLIL, ICT, and music?

To present an innovative approach for teaching music through CLIL and ICT, aiming to increase students’ motivation in compulsory secondary education.

How do Cuadernia and Quizizz support the proposed methodology?

Cuadernia is used as a digital notebook with flash files, videos, and audios plus gamification strategies, while Quizizz provides multiplayer class-content questionnaires for cooperative learning.

What results are reported about the teaching approach?

Likert-scale findings indicate high student satisfaction regarding the methodology, content acquisition, teacher training, and the ICT resources used.

Oct 15, 2026

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