Fortalecimiento de la lectoescritura mediante gamificación en entornos virtuales: Estudio en tercer grado de la I.E. Escuela Normal Superior de Montería

Abstract

The main objective of this research was to analyze the impact of implementing a Virtual Learning Environment (VLE) with gamification strategies on strengthening reading comprehension and writing skills in third-grade students at the Escuela Normal Superior de Montería Educational Institution. Methodologically, the study was developed using a qualitative approach with an action research design, applied in nature, and with a descriptive-interpretive scope. Techniques such as participant observation, pre-tests, post-tests, and perception surveys were employed. In the diagnostic phase (pre-test), the results showed low levels of performance, especially in reading comprehension (mean 2.25) and writing (mean 1.86), while word recognition showed a medium level (mean 3.05), reflecting difficulties in interpretation, textual coherence, and motivation toward reading and writing. Subsequently, the pedagogical proposal was implemented using a gamified Virtual Learning Environment (VLE), structured in interactive learning sequences that integrated reading and writing activities, digital games, and immediate feedback, all aimed at promoting active participation, autonomy, and meaningful learning. In the post-test, the results showed significant improvements in all competencies: reading comprehension (mean 4.8), word recognition (mean 4.94), and written production (mean 4.71), with a decrease in dispersion and greater homogeneity in performance. It is concluded that the gamified VLE had a positive impact on both academic performance and motivation, transforming classroom dynamics toward more active, participatory, and meaningful learning, thus validating its relevance as an innovative strategy in primary education.