Guía de gamificación como estrategia didáctica para fortalecer la lectoescritura en estudiantes de quinto de educación básica de la Unidad Educativa Ricardo Muñoz Chávez.

Abstract

The present investigation was carried out in the fifth year of Basic Education of the Ricardo Muñoz Chávez Educational Unit, which is located in the city of Cuenca, province of Azuay. The objective was to design and implement a gamification guide during the pre-professional practices carried out in 2022 in 4 weeks, in which it was evidenced that the reading and writing processes of the students can be developed. It was based on the sociocritical paradigm through Participatory Action Research (PAR). In this way, the problem detected in the classroom context was answered with the use of a gamification guide that contains both analog and digital activities and for the three moments of the class, anticipation, construction, and consolidation, to enhance the development of reading. and fifth-grade student writing. Therefore, data were collected through an interview, pre-test and post-test, and a focus group, in which the students, teacher, 4 parents, and the researchers participated. Therefore, the results obtained show that gamification helps students’ motivation and attention enhance reading and writing development. In this way, it is possible to improve the strategies assumed within the development of the classes to achieve the expected educational objectives.