Gamificación en el proceso de lectoescritura para contextos interculturales, en estudiantes de segundo año de EGB de la unidad educativa "miguel ángel león pontón” Riobamba

ABSTRACT: The study proposes gamification, as a teaching strategy to develop skills in reading and writing and strengthening interculturality, in the second year of EGB, Miguel Ángel León Pontón Educational Unit, Riobamba, period 2022-2023. The methodological approach was field, quantitative, descriptive and non-experimental with the diagnosis, design and proposal phases. The population and sample is intentional, made up of 16 second-year EGB children. The basic functions test was applied in 17 areas of cognitive and motor development, nine of them are fully developed, but in the remaining 8, 100% of the children do not pronounce the words clearly and articulately, 31.25% have not developed cognitive, psychomotor and auditory receptivity abilities, 81.25% cannot integrate sounds sequentially. 25% have not consolidated the development of writing, 43.75% demonstrated poor concentration and visual memory, and 56.25% present difficulties in fine motor skills in hand-eye coordination. It is concluded that pedagogical intervention is necessary through the use of didactic strategies, to strengthen the areas where weaknesses were detected regarding the basic functions for reading and writing, when pronouncing and articulating words; development of motor skills from visual and auditory stimulation, cognitive and psychomotor development, receptivity, visual, auditory memory and motor skills. It is recommended to apply the proposal “Playing, reading, writing and participating” based on gamified recreational activities supported by technological tools. Keywords: Teaching Strategies, Gamification, Reading and Writing, Learning.

• 主要作者: Ormaza Murillo, Leidy Maricela (author)
• 格式: masterThesis
• 语言: spa
• 出版: 2023
• 主题: Estrategias Didácticas; Gamificación; Lectoescritura; Aprendizaje
• 在线阅读: http://dspace.unach.edu.ec/handle/51000/11545