The acquisition of language skills is a global concern in education, with significant implications for students' written communication and academic development. Despite efforts by education systems around the world, challenges persist in the effective teaching of lettering, including a lack of motivation and underachievement in this area. In response to this issue, gamification has emerged as a promising strategy that could enable the acquisition of this knowledge in a relevant, concrete, and above all fun way.
Therefore, the researchers of this paper sought to understand what the causes would be related to this problem, finding, through direct observation, serious shortcomings in the writing of essays and summaries.

This observation was carried out at the “Francisco Huerta Rendón” School in the city of Guayaquil, Ecuador, with students in the ninth year of unified basic general education, in the linguistic competencies area.

The methodology used was mixed, using questionnaires and interviews as instruments to demonstrate the problems presented, and the directors of this institution were open to the development of technological elements that would be useful both inside and outside the classroom.

In the results, several situations were appreciated that allowed the researchers to sketch and develop a scheme of games that invite students to join learning rooms on the Roblox platform, thus making autonomous and asynchronous learning feasible.

This type of implementation will be the first of many that seek to create spaces for students to improve their own learning and for teachers to have a support tool.

Keywords: Gamification, roblox, spelling, teaching, software.