Gamificación como estrategia didáctica para fortalecer la motivación frente al desarrollo de la comprensión lectora en estudiantes de grado décimo de la Institución Educativa Jesús Rey.

Abstract

The lack of motivation regarding the development of reading comprehension among tenth-grade students at the Jesús Rey Educational Institution reflects a growing, widespread apathy primarily associated with the use of traditional teaching methods that are unengaging and out of touch with the needs of young people. Given this situation, the main objective was to design a teaching strategy using gamification to boost motivation regarding the development of reading comprehension among this group. Methodologically, the study adopted a qualitative approach based on the research-creation and applied research paradigms. The procedure was structured in three phases: mapping, in which initial perceptions were identified using an empathy map; prototyping, which included designing the strategy using a gamification canvas and expert validation; and reflective documentation through semi-structured interviews. The strategy was brought to life through the narrative “Los Secretos de Bruma Vieja,” implemented via the Seppo platform with a sample of 29 students selected for convenience. The results revealed a significant shift in the participants’ motivation and attitude toward developing reading comprehension, moving from initial apathy to states of intrigue, curiosity, and happiness. It was found that the use of narratives, game mechanics, sequential missions, collaborative roles, and rewards enabled students to improve their learning processes in the classroom. In short, the research demonstrated that gamification is an effective strategy for bridging the gap between students’ interests and the development of competencies, making learning an enriching experience by integrating creativity with pedagogical rigor.