La Gamificación en el Fortalecimiento de la Comprensión Lectora en el Bachillerato: Evaluación de una Propuesta Didáctica Interactiva
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The study aimed to assess the contribution of the gamified sequence “Manual de brujería,” implemented in Genially, to strengthening reading comprehension among first-year high school students at José Peláez Educational Unit in Tena, Ecuador, and to provide a context-specific classroom reference. Applied research was conducted with a group of 22 students selected through non-probability sampling and authorized, voluntary participation. The study took place over one week, comprising an initial diagnosis, three days of intervention, and a final self-assessment. A diagnostic survey and a 13-item self-assessment checklist were used. The analysis was predominantly quantitative and descriptive, complemented by a review of open-ended responses. During the intervention, the interactive digital sequence “Manual de brujería” was implemented in Genially, combining three pedagogical actions with a sociocultural approach and connections between the readings and the students’ surroundings. Principles of Universal Design for Learning (UDL) were also incorporated to guide the activities and address student diversity. In the final self-assessment, 100% reported identifying main and supporting ideas; 91%, locating information quickly; 82%, inferring meanings from context; and 73%, expressing personal and critical opinions. The findings indicate that the pedagogically structured proposal received favorable appraisals of reading skills and provides a context-specific reference for strengthening reading comprehension through gamification.
Source: Revista de Finanzas
Institution: Universidad Bolivariana del Ecuador
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7224979827