Los videojuegos como estrategia lúdica a través de la gamificación para mejorar la comprensión lectora en los estudiantes de grado sexto del Colegio Gimnasio Modelia Real

Abstract

In this following proposal paper, it is proposed as a playful strategy, the implementation of video games through gamification to improve the reading comprehension skills of sixth grade students of the Gimnasio Modelia Real school and, as a transversal thrust literature and philosophy were reached. The research instruments used were the questionnaire and the pretest, based on these, the worrying disinterest of the students in reading autonomously was identified, since they perceived reading as an obligatory means to achieve a grade. Therefore, is evident necessity of transforming the teaching-learning dynamics and the pedagogical practices mediated by ICT for trying to solve the problem mentioned. For this purpose, the qualitative approach was taken into account insofar as it allows a real approach to the participants based on questions and hypotheses before, during and after the data collection and the analysis, as stated by Hernández, Fernández and Baptista. From the implementation of the proposal, it was evidenced the interest of the group of students in the subject of video games and the possibility of using them with playful strategies to promote reading, symbolic analysis and improve understanding. Furthermore, it was verified that they have had access to different devices that have allowed them to develop basic abilities and skills such as: communication, adaptability, creativity, persistence and critical thinking. Additionally, it was observed that video games through gamification stimulate the development of complex thinking skills. The intervention strategy whose title is: "I read, I have fun and I learn with the god of war" will be applied in the year 2021 as a classroom project in order to turn learning into a meaningful and fun experience.