Juego de mesa gamificado como estrategia pedagógica para mejorar la ortografía en los estudiantes de la IED Escuela Normal Superior de Ubaté – ENSU.

Abstract

This research project proposes the implementation of a gamified board game as a pedagogical strategy to strengthen spelling skills among tenth-grade students at the Escuela Normal Superior de Ubaté (ENSU). The study emerged from the identification of recurrent spelling difficulties among students, including frequent errors in accentuation, capitalization, punctuation marks, and homophone usage, which negatively affect their academic performance and communicative competence. These problems are associated with traditional teaching methodologies that fail to motivate students, limited reading habits, and insufficient educational support in some family contexts. In response to this situation, the project introduces an innovative proposal based on gamification, understood as the incorporation of game dynamics and elements into educational settings. Through a gamified board game, the strategy seeks to promote meaningful, dynamic, and participatory learning while encouraging motivation, collaborative work, and immediate feedback. The proposal includes spelling challenges, progressive levels of difficulty, and symbolic rewards designed to increase students’ engagement in the learning process. The study is framed within applied educational research and is developed through an initial diagnostic stage, the design of the pedagogical strategy, and the evaluation of its outcomes. Furthermore, the project contributes to educational innovation in contexts with technological limitations by demonstrating that analog resources can also provide effective learning experiences. Ultimately, the proposal aims to transform the teaching of spelling into a playful and meaningful experience, strengthening not only students’ linguistic competencies but also their social skills.