Fortalecimiento de la comprensión lectora a través de la ejecución de actividades gamificadas en los estudiantes de segundo grado en la Institución Educativa Santa Teresita, sede Óscar Mogollón Jaimes, incrementando su motivación hacia la lectura en el aula

Abstract

The research addressed reading comprehension difficulties identified in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. During the initial diagnosis, weaknesses were identified in the literal, inferential, and critical levels of reading comprehension. Low motivation toward reading activities and difficulties expressing ideas orally and in writing were also observed. The objective of the study was to analyze the impact of implementing gamified activities on strengthening reading comprehension in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. The proposal integrated digital tools such as Educaplay and Quizlet, as well as game-based dynamics aimed at improving student participation and interest. The research was developed under the qualitative paradigm. An ethnographic design and a case study approach were used to analyze the reading dynamics of the participant group. The population consisted of students between 6 and 8 years old. Data collection included pre-tests, post-tests, pedagogical observation, and evaluation rubrics. The results showed significant progress in reading comprehension levels after the implementation of the gamified strategy. It was concluded that gamification mediated by digital resources strengthened the reading comprehension process and promoted more motivating pedagogical experiences in the classroom. The proposal contributed innovative strategies that fostered meaningful learning and the development of communicative skills among students.