Gamificación educativa para potenciar la lectura crítica

Abstract

Language and Literature teachers, who work in institutions located in rural areas, are faced with the need to implement teaching-learning strategies, such as: educational gamification in their academic activities to generate extra interest in students; and achieve significant reading learning criticism. From here arises the general objective of the research, which consists of innovating the teaching-learning process in Language and Literature, through the use of gamified activities applicable in rural areas. In this sense, the methodology is guided by the qualitative approach that initially focuses on documentary analysis to argue the state of the matter; In a second phase, action research is used to implement gamification; and in a third phase, the strategy is validated through an evaluation. During the application of the strategy based on gamification, a noticeable improvement in critical reading could be evidenced, due to the fact that the dynamics, components and mechanics of educational gamification encouraged students to comply with the activities. This allowed us to reach the goals proposed in the planning with satisfaction. When making the reflections on how and what has been learned, the students mentioned that: It was the first time they had this form of teaching-learning, the dynamics of the classes encouraged them, knowing that they can now analyze the texts; Identifying the author's argument, the communicative intention, and the relationship that can be established between what is read and the environment made them feel satisfied with their participation in the project.