Gamificación Como Estrategia Didáctica Y Tecnológica Para El Fortalecimiento De La Lectura Y La Escucha Dentro De Las Habilidades Comunicativas En El Idioma Extranjero Inglés En Educación Básica

Abstract

The lack of motivation and interest among eighth-grade students at IERD San José toward learning English highlights the need for active methodologies that allow them to take on a leading role in the teaching-learning process. In this context, gamification has gained relevance as an innovative educational strategy. The research, using a qualitative approach, employed semistructured group interviews and a reflective journal to collect information. Over four weeks, five gamified thematic units were implemented, focusing on reading comprehension, active listening, and critical thinking, with interactive activities and challenges adapted to the students' levels. The application of these dynamics significantly increased motivation and participation, making classes more engaging and facilitating the understanding of texts and audio materials. The reflective journal demonstrated significant development in skills such as concentration, critical analysis, and collaboration. The results showed that gamification not only improves academic performance but also positively influences students' attitudes toward English, emphasizing the importance of adapting educational methodologies to the realities of rural contexts, creating a more meaningful learning experience connected to their needs.