La ludificación para el fortalecimiento del proceso de enseñanza y aprendizaje de la ortografía de cuarto año de Educación General Básica

Abstract

Writing is one of the mandatory linguistic skills that students must acquire because it promotes communication, which in turn contributes to the development of thinking and the construction of knowledge. During the pre-professional practice, it was observed that the students had weaknesses in writing, their writings presented recurring spelling errors with the creation of incomprehensible texts. In this way, the research seeks to address this problem through the implementation of an educational intervention proposal based on gamification. Gamification in spelling teaching not only aims to improve retention of grammar rules, but also encourages teamwork, creativity and critical thinking. To develop the research, the socio-critical paradigm was used with a qualitative approach. The research is descriptive and is based on the participatory action research method. To collect information about the problem, techniques such as participant observation, interviews, surveys and documentary analysis were used. The results of the application of the proposal led to better writing among the students, which was obtained by increasing both their extrinsic and intrinsic motivation. In conclusion, the research contributed to the teaching and learning process of spelling with playful dynamics, which increase their commitment to activities that improve the students' learning experience.