Mediación didáctica de la gamificación para el fortalecimiento de la comprensión lectora
The research is carried out at Jorge Robledo Ortiz District Educational Institution, in Barranquilla, where students have difficulties in reading comprehension, To approach, this issue, a proposal based on the didactic mediation of gamification was designed to strengthen reading comprehension at the...
| Authors: | , |
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| Format: | master thesis |
| Status: | Versión aceptada para publicación |
| Publication Date: | 2022 |
| Country: | Colombia |
| Institution: | Corporación Universidad de la Costa |
| Repository: | Repositorio REDICUC |
| Language: | Spanish |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/9150 |
| Online Access: | https://hdl.handle.net/11323/9150 https://repositorio.cuc.edu.co/ |
| Access Level: | Open access |
| Keyword: | Didactic mediation Gamification Reading comprehension Reading levels Mediación didáctica Gamificación Comprensión lectora Niveles de lectura Estrategias didácticas |
| Summary: | The research is carried out at Jorge Robledo Ortiz District Educational Institution, in Barranquilla, where students have difficulties in reading comprehension, To approach, this issue, a proposal based on the didactic mediation of gamification was designed to strengthen reading comprehension at the inferential level, in addition, the implementation of ICT will be a motivating component that will contribute to improving the reading process in students and academic results. The research is within the Deductive Rationalist approach framed in the Mixed paradigm, through a deductive logical reasoning method, which offers the possibility of uniting its theoretical component with the observation of the problem studied. In the same way, a qualitative component is integrated, expressed in the categorization associated with the content analysis of the documents studied, with a quantitative component focused on the application of statistical processing obtained by applying instruments associated with the research field design. Among the main results, the location of the students in the level of literal reading in terms of reading comprehension stands out, in which the flaw in the process of deduction of ideas is highlighted. The research concludes recognizing the importance of integrating technological didactic processes mediated by gamification in the new educational scenarios, which allow a digital articulation to the pedagogical practice and the achievement of the integral development of the students through the design of game-based proposals. |
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