La gamificación como estrategia didáctica para el fortalecimiento de la lectura comprensiva a nivel literal, en niños de quinto año de EGB de la escuela “Gabriel Arsenio Ullauri” de la parroquia Cumbe.

Abstract

This research work has been prepared as a contribution aimed at solving the difficulties of reading comprehension evidenced in fifth-year students of the "Gabriel Arsenio Ullauri" General Basic Education school, who for various reasons have not been able to consolidate linguistic and communicative skills, thus becoming a complex process that prevents the acquisition of knowledge and normal learning in the different years of schooling, therefore the need arises to enhance the development of reading comprehension through the use of new strategies that lead the student to improve their skills. learning experiences. The research process that was carried out, on issues of Gamification and Comprehensive Reading, has been fundamental to determine that gamification is an attractive didactic strategy, which uses the elements of the game, and that, by having playful characteristics, are oriented to achieve learning objectives that are efficient for the teacher and motivating for the student, in this sense its application is proposed in educational contexts, where the implementation of a gamified system allows to maintain the interest of the student, committing to be part of their process of teaching learning. This proposal is intended to motivate the student and constitutes a support for the teacher who looks at gamification as a useful resource that guarantees good reading comprehension results. Finally, the proposal includes the design of a didactic guide that addresses the basic elements of gamification, through four activities, two of them through digital platforms and the remaining two as simulations that are prepared by the teacher and their application does not require connectivity, they are proposed as a methodological application proposal for the teacher in their classroom.