Aprendizaje basado en el juego y su contribución a los procesos ortográficos en el subnivel medio.

Abstract

In this research, the development of orthographic processes in sixth-year students is addressed through a game-based intervention proposal, with the main objective of improving the learning of literal, accentual, and punctuation spelling through the use of game-based learning to consolidate the orthographic process. The study is framed within a sociocritical paradigm and is carried out through a qualitative action-research approach. It involves the participation of 24 students, and various data collection techniques such as participant observation, semi-structured interviews, diagnostic tests, and final tests are used. Theoretical references that highlight the importance of spelling and Game-Based Learning are employed. Subsequently, categories are established, and triangulation is used as a source of reliability. On the other hand, the results of the proposal's application show a positive impact on the improvement of orthographic processes. In conclusion, it was evidenced that the implementation of Game-Based Learning has a positive influence on the development of orthographic skills in sixth-year students. This methodology not only increased the interest of the students but also created a dynamic and effective learning environment, resulting in active participation and a deeper understanding of their educational process.