Sede Azogues - Educación
URI permanente para esta comunidadhttps://dspace.ucacue.edu.ec/handle/ucacue/84
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Examinando Sede Azogues - Educación por Asesores "Castro Salazar, Ana Zulema"
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Ítem Acceso Abierto El aprendizaje basado en problemas en la enseñanza de la lectura en educación básica superior(Universidad Católica de Cuenca., 2025) Choro Quizhpi, Karla Gabriela; Castro Salazar, Ana Zulema; 0105717896The bibliographic study has an Objective: To analyze problem-based learning in the teaching of reading in upper elementary education students through bibliographic research in the digital databases of the Catholic University of Cuenca, to promote reading habits and text comprehension, complemented by specific objectives to identify the definition, impact, characteristics, and teacher-student role of Problem-Based Learning (PBL) in academic reading. Methodology: The methodology used was a bibliographic systematic review matrix with a descriptive-analytical approach. Digital databases of the Catholic University of Cuenca were accessed, including Scopus, Google Scholar, Redalyc, SciELO, among others. Through the study, 15 academic articles published between 2011 and 2025 were selected, documents that address the topic under study. Results: The main results indicate that 88% of teachers and students consider it an effective method for strengthening reading habits; additionally, they recognize the importance of integrating technology to achieve meaningful learning. Most teachers recognize its effectiveness; however, it is limited due to barriers such as a lack of training and innovation. The study highlights that PBL is an effective method for teaching reading, which requires specialized pedagogical support. Conclusion: In short, the educational approach fosters the development of critical and reflective thinking. Reading is the art and process of knowledge construction, serving as a transversal axis that should be considered at all educational levels for comprehensive education. Keywords: problem-based learning, teaching-learning, communication, reading habits, educationÍtem Acceso Abierto Kahoot: estrategia didáctica en el interaprendizaje de estudiantes con necesidades educativas en educación básica(Universidad Católica de Cuenca., 2025) Salinas Rosario, Angie Tatiana; Castro Salazar, Ana Zulema; 0703851386This bibliographic study aimed to analyze the use of Kahoot as a didactic strategy in the inter-learning of students with educational needs in basic education, to identify benefits, examining its impact on motivation and academic performance, and synthesizing inclusive pedagogical strategies. The methodology applied was bibliographic, with a descriptive-analytical design, including a systematic review of academic sources published between 2022 and 2025, through the selection of documents that addressed Kahoot, gamification, inter-learning, and special educational needs. Therefore, content analysis was applied to categorize the information and build an updated theoretical framework. The results revealed that Kahoot significantly increases the motivation and participation of students with special educational needs; teachers recognize its effectiveness, although the use of this resource is limited due to barriers such as a lack of training and technological resources. This tool also promotes collaborative inter-learning, but it requires specialized pedagogical support because, although it is a valuable resource for educational inclusion, its impact depends on adequate pedagogical integration and on overcoming technological and training limitations. Keywords: gamification, teaching, learning, education, participationÍtem Acceso Abierto La gamificación en el aprendizaje de la escritura académica en estudiantes de bachillerato(Universidad Católica de Cuenca., 2025) Naula Peñafiel, Byron Vinicio; Castro Salazar, Ana Zulema; 0302898903Currently, the development of written competencies in high school students faces multiple challenges, primarily due to the limited use of active methodologies. This is reflected in low levels of argumentation and minimal students’ participation in text production. In this context, gamification has emerged as a pedagogical strategy that promotes active, dynamic, and participatory learning to strengthen writing skills. This study aims to analyze the use of gamification in academic writing learning among high school students, identifying effective strategies and evaluating their impact on the educational process. To this end, a systematic literature review was conducted using the institutional information systems of the Catholic University of Cuenca, including databases such as Scopus, Web of Science, ProQuest, and ERIC. Inclusion and exclusion criteria were applied to select 15 scientific articles published between 2020 and 2025, focused on gamification and primarily targeting high school students. The analysis of the studies made it possible to identify current trends, gaps in the literature, and relevant approaches on the topic. The results showed that gamification enhances academic writing by fostering students’ critical, reflective, and creative skills. It was concluded that implementing gamified activities in high school increases interest, participation, and academic performance, consolidating this approach as an innovative alternative for improving educational processes in the field of academic writing. Keywords: writing, gamification, teaching, learning, education
