Efecto de la estrategia de gamificación para el desarrollo de la comprensión lectora en estudiantes de séptimo grado de la I.E Juan Luis Londoño de la Cuesta del municipio de Mosquera-Cundinamarca.

Abstract

In the last decade, virtual learning objects (VLOs) have become a tool for strengthening reading comprehension processes in its three levels: literal, inferential and critical. However, not all teachers have the space and resources to generate didactic strategies that strengthen reading comprehension through OVA. The use of OVA becomes a viable alternative for the development of reading comprehension in the area of Social Sciences, with students belonging to grade 701 of Secondary Basic Education of the Juan Luis Londoño de la Cuesta de Mosquera-Cundinamarca Educational Institution (I.E.). At the end of the process, the aim is to determine the effect of the implementation of the gamification strategy on reading comprehension in the area of Social Sciences in grade 701. This process is organized in four sections: first, the problem statement where gamification as a strategy to strengthen interest and promote reading comprehension is situated; the guiding question that inquires about the effect of the gamification strategy in the same, in the students of grade 701 of the I.E. Juan Luis Londoño de la Cuesta. In the second section there is a review of the background and methodology of the categories and subcategories proposed for this research, these are reading comprehension, literal, inferential and critical level; gamification, dynamics, mechanics and components; gamification on an OVA and gamification in reading comprehension; constructivist pedagogical model, cognitive development, zone of proximal development and connectivist learning theory.

The third section develops the theoretical framework of the categories and subcategories proposed, addressing authors such as Solé, Cassanny, Scolary, Albarello, Pierre Levy, Pelling, Werbach and Hunter, Zichermann, Kapp, Teixes, Wiley, Hodgins, Cisco Systems, LÁriell, Suárez, Piaget, Vigotsky, Ausubel and Siemens. Finally, in the fourth section, the analysis and interpretation of results from the methodological design of concurrent triangulation is carried out; conclusions and recommendations.