La gamificación como técnica para mejorar de la discriminación de las grafías “b” y “d” en los estudiantes del subnivel básica elemental.

Abstract

The objective of this research work is to improve writing skills in elementary school students, focusing on the discrimination of the spellings /b/ and /d/, through the use of gamification as a teaching-learning methodology. This research is based on the socio-critical paradigm with a qualitative approach, using the Participatory Action Research (PAR) method. In addition, various techniques and instruments were used to help analyze the information collected, such as field diaries, participant observation, interviews, and feedback from focus groups. Among the main results obtained, the use of gamification is analyzed as a highly effective tool to overcome the challenges associated with writing spellings in the educational environment. This strategy significantly improves the ability to correctly discriminate and use the spellings /b/ and /d/. The results also show that gamification can generate a great change in the way of teaching and learning in classrooms, which shows an increase in student participation and motivation during learning. The research concludes by demonstrating that this methodology helps us get rid of traditional teaching, providing a more dynamic and attractive approach for students.