La gamificación como estrategia didáctica para la enseñanza-aprendizaje del uso de los signos de puntuación de los estudiantes de sexto grado de EGB de la unidad educativa República del Ecuador

Abstract

This Curricular Integration Work (ICT) includes gamification as a didactic strategy within the teaching-learning processes of the use of punctuation marks, the purpose is to design a booklet of gamified activities that allow to enhance the shortcomings in the writing process. For the execution of research from educational practice, little applicability of Information and Communication Technologies (ICTs) is diagnosed; so that sixth grade students of Basic General Education (EGB), in the area of Language and Literature, acquire a passive role. Based on the theoretical and methodological foundation, Gamification, its design, and process, as well as the importance and rules of the use of punctuation marks, are understood. The methodology starts from a sociocritical paradigm with a mixed approach, from which data collection techniques and instruments are proposed that support it. The method responds to action research based on the model of Lewin (1946). Subsequently, the booklet of gamified activities that support the efficiency of the proposal is planned, implemented, and evaluated; because students feel motivated, pay attention, participate actively during classes; In addition, most of the strategies allowed more than 90% of the students to achieve the skills with performance criteria and to more than 71% of the students improve academic performance.