Guía didáctica basada en la ludificación del aprendizaje vivencial para el desarrollo de la lectoescritura en niños de 2do EGB

ABSTRACT: Currently, there are important technological advances incorporated into human activities, and education has not been the exception. Thus, several educational institutions manage a hybrid or online modality; This requires middle school teachers to insert technology-based resources for classes, interactively with students through digital environments and strengthening learning. This research arises from the problem where it has been identified that students lack adequate development of the skills necessary for reading and writing, which causes them to not be able to read and write easily; The objective of this work is the creation of a didactic guide for the gamification of experiential learning, through the design of an educational website that allows the strengthening of reading and writing skills in children in the second year of basic education at the “Milton Reyes” Educational Unit of the city of Riobamba; The methodology presented in this work responds to a quantitative approach and a quasi-experimental design with a documentary, field, transversal and demographic typology. Two data collection instruments were developed, a survey applied to six teachers, which evaluates the integration of gamification in the teaching-learning process, and an observation sheet for the 48 students, who are divided into two groups, the group control with 24 students who did not use gamification and the experimental group with 24 students who worked with the website designed based on gamification in experiential learning, with these data the development of literacy was evaluated; From what was observed, it is shown that the control group that did not experience gamification had an average development of 30%, while the experimental group that participated in gamification reached an average development of 71%, observing a difference of 41% in the development between both groups; These data supported the hypothesis through a proportion difference analysis. To conclude, it is concluded that gamification as a mediator of learning had a positive impact on the educational process, demonstrating that the adequate incorporation of information and communication technologies (ICT) in education generates significant advances in the cognitive process of students. . Keywords: gamification, teaching-learning process, reading and writing

• Հիմնական հեղինակ: Hidalgo Cantos, Magaly Susana (author)
• Ձևաչափ: masterThesis
• Լեզու: spa
• Հրապարակվել է: 2023
• Խորագրեր: ludificación; proceso de enseñanza aprendizaje; lecto escritura
• Առցանց հասանելիություն: http://dspace.unach.edu.ec/handle/51000/11526