Trabajos de Titulación - Sede Azogues - Educación
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/85
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Ítem Acceso Abierto Estrategias pedagógicas para la adaptación intercultural de estudiantes al ingresar a instituciones educativas de nivel bachillerato(Universidad Católica de Cuenca., 2025) Sanmartín Pesantez, María Lizbeth; Rodríguez Bermeo, Silvia Beatriz; 0106168792Pedagogical strategies are essential in the educational context, fostering effective interlearning competencies. Their implementation supports holistic development and serves a fundamental role in the process of acquiring knowledge. The adaptation process for students should be carefully monitored and guided by teachers. Utilizing the interculturality present in educational environments to develop adaptation strategies is crucial, with cultural differences being a key focus. Therefore, this research aims to investigate the theoretical foundations through a bibliographic review of digital databases from the Catholic University of Cuenca, examining various pedagogical strategies employed in basic and high school institutions to facilitate intercultural adaptation among students from diverse backgrounds. A total of 50 articles related to the topic were analyzed. The selection criteria included academic journals published between 2020 and 2025, featuring classical authors such as Piaget, Watson, Skinner, and other influential figures who have significantly contributed to ongoing improvements in education. The results illustrate each student's learning style, the use of technology as an innovative educational tool, adaptive strategies for new students, and how the adaptation process, combined with interculturality, has served as a foundation for developing theories, as discussed by Lysgaard and Oberg. Keywords: education, interculturality, adaptability, strategies, methodologyÍtem Acceso Abierto La inteligencia emocional y el rendimiento académico en estudiantes de bachillerato(Universidad Católica de Cuenca., 2025) Lema Guamán, Paola Lizeth; Mejía Rodríguez, Israel Neptalí; 0350223954Emotional intelligence is considered a key factor in the academic performance of high school students, as it helps develop emotional and social skills, positively impacting their community, educational context, and family. Therefore, this research aims to analyze the relationship between emotional intelligence and academic performance in high school students through a review of relevant scientific literature, with the aim of identifying emotional abilities that affect school performance. The specific objectives include identifying, within the theoretical framework, the levels of emotional intelligence in high school students by considering dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills; and comparing the mediating and moderating mechanisms that explain the relationship between emotional intelligence and academic performance in high school students. This study employs a systematic literature review methodology, using academic databases from the Catholic University of Cuenca, such as Redalyc, SciELO, Scopus, ProQuest, and Google Scholar, with articles published from 2016 to 2025 that were relevant to the research topic. The results show that emotional intelligence is related to academic performance through the management and assimilation of emotions. In conclusion, emotional intelligence is an essential part of high school students. Thanks to the management and recognition of emotions, students can achieve low or high academic performance. Keywords: emotional intelligence, academic performance, education, teaching-learningÍtem Acceso Abierto Aprendizaje basado en problemas en la resolución de problemas matemáticos en estudiantes de básica media(Universidad Católica de Cuenca., 2025) Padilla Morocho , Cindy Paola; Pinos Coronel, Paola Cecilia; 0350046157This research aims to analyze the theoretical and methodological foundations of Problem-Based Learning (PBL) as an active methodology in interlearning processes through its integration with an interdisciplinary approach in mathematical problem-solving among middle school students, aimed at enhancing their thinking and process-construction competencies. The study was conducted through a systematic literature review, based on the analysis of 15 scientific articles selected from recognized databases such as Redalyc, SciELO, Scopus, ProQuest, Dialnet, and Google Scholar, published between 2020 and 2025. Rigorous inclusion and exclusion criteria were applied to ensure the relevance of the documents studied. The results show that the PBL methodology, when implemented in the learning environment, fosters the integration of new knowledge, critical thinking skills, and stimulates collaborative work. Furthermore, it enhances motivation and active participation in mathematical problem-solving, generating conceptual, procedural, and metacognitive knowledge throughout the learning process. In inclusive contexts, it has proven effective in promoting participatory and equitable learning. PBL represents a dynamic approach to developing critical thinking, autonomy, and problem-solving skills in middle school students. However, its implementation faces significant challenges, particularly regarding teacher preparation and professional development. Ultimately, mathematical problem-solving remains a common challenge in middle school education, especially when disconnected from real-life situations or limited to repetitive exercises. Keywords: problem-based learning, active methodology, problem-solving, teaching, learningÍtem 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 El aula invertida para la atención de la dislexia en estudiantes de educación básica media(Universidad Católica de Cuenca., 2025) Saquipulla Tacuri, Evelyn Jessenia; Mejía Rodríguez, Israel; 0350135679The flipped classroom, as an active learning methodology, is a strategy to be applied in interlearning to mediate and guide learning with students. It arises from the need to strengthen knowledge in various areas to develop appropriate competencies. This approach, known as Flipped Classroom, integrates technology and adapts to a new educational model aimed at middle school students. Objective: To analyze the effectiveness of the flipped classroom as an active methodology through a literature review in various journals, to improve reading and writing skills in students with dyslexia, promoting autonomous and collaborative learning that facilitates overcoming their difficulties and enhances their academic and personal development. Methodology: The methodology employs a systematic literature review matrix, using the thesauri of [UNESCO] to identify vocabulary. UCACUE digital databases such as Scopus, Redalyc, Google Scholar, SciELO, and institutional repositories were accessed. Fifteen relevant articles that addressed the flipped classroom in the interlearning process were selected. Results: Studies show that the flipped classroom promotes personalized attention and the necessary didactic adaptations for students with dyslexia, facilitating interlearning through digital resources and concrete materials, promoting the development of reflective, creative, and critical thinking. Conclusion: The flipped classroom is an effective active methodology for teaching students with dyslexia in middle school, combining digital technologies with pedagogical strategies that enhance cognitive and socio-emotional skills, promoting inclusive and meaningful learning. Keywords: writing, dyslexia, flipped classroom, methodology, learningÍtem Acceso Abierto Inteligencia Artificial como herramienta para el desarrollo de competencias de escritura en educación básica media(Universidad Católica de Cuenca., 2025) Idrovo Muyolema, Perla Karina; Pinos Coronel, Paola; 0303110845This bibliographic study aimed to analyze the effectiveness of artificial intelligence (AI) as a complementary tool to traditional strategies for developing writing competencies in middle school students, to identify its benefits, and to examine its impact on students’ academic performance. The methodology applied was bibliographic with a descriptive-analytical design, which included a systematic review of academic sources published between 2015 and 2025. Through the selection of articles addressing artificial intelligence, self-directed writing, education, and participation, content analysis was applied to categorize the information and build an updated theoretical framework. The results show that the use of ChatGPT and other AI-based platforms improves coherence, cohesion, grammar, and structure of the content itself, with improvements up to 74% (Barrera et al., 2024). Moreover, a significant increase was observed in levels of motivation, autonomy, and positive self-assessment during the writing process. The discussion concludes that AI does not replace the teacher, but redefines their role into an ethical and critical guide. The effectiveness of AI in writing development depends on appropriate pedagogical integration, teacher training, and technological resources. Keywords: technology, artificial intelligence, teaching-learning, self-directed learning, education, participationÍtem 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 Socrative: estrategia didáctica en la evaluación en estudiantes de educación básica.(Universidad Católica de Cuenca., 2025) Quizhpi Chimborazo, María Isabel; Quizhpi Chimborazo, María Isabel; 0302480967Socrative, as a didactic strategy, is a digital resource that facilitates educational assessment processes. It currently serves as a tool that strengthens assessment procedures within the educational system through quizzes in true/false, multiple-choice, and short-answer formats, all of which are created and graded in real time. Its discovery has enabled its increasing application in assessment processes to fulfill educational purposes. Objective: To analyze the theoretical and methodological foundations of Socrative as a didactic strategy for assessing basic education students, through the review of several academic and scientific articles aimed at improving the assessment process and enhancing content comprehension among students in basic education. Methodology: This research is based on a bibliographic systematic review matrix, which summarizes the digital databases consulted. UNESCO thesauri supported vocabulary identification. The digital databases of the Catholic University of Cuenca included Scopus, Redalyc, SciELO, Web of Science, ProQuest, and ERIC. A total of 15 articles were selected, each related to the implementation of Socrative as a didactic strategy in the assessment of basic education students. Results: Socrative is a digital tool that offers multiple benefits for teachers by reducing grading time and for students by promoting in-depth analysis and the development of critical thinking skills. Keywords: Socrative, assessment, education, technology, inter-learningÍtem Acceso Abierto Rol de la motivación en el rendimiento académico de estudiantes de educación básica media(Universidad Católica de Cuenca., 2025) Jimenez Castillo, Joselyn Valeria; Rodríguez Bermeo, Silvia Beatriz; 0350161733Motivation is a key factor in the educational process, especially for middle school students, who are going through a stage of cognitive, emotional, and social transition that can significantly affect their academic performance. In this context, low school motivation and its impact on poor academic performance are a problem. This research aimed to analyze, through a systematic literature review, the influence of motivation on the academic performance of middle school students, identifying motivational factors that promote meaningful learning. The study applied a protocol in the process of search, selection, and analysis of indexed scientific articles, consulted in academic databases such as Scopus, Web of Science, and ProQuest. Fifteen studies published between 2020 and 2025 were included, considering qualitative, quantitative, and mixed approaches. The results show that both intrinsic and extrinsic motivation have a positive impact on academic performance when dynamic learning environments, active strategies, and technological tools such as gamification are promoted. These practices strengthen student participation, critical thinking, and self-regulation. It is concluded that motivation is an essential component of academic success and should be considered a transversal axis in the design and implementation of innovative pedagogical methodologies adapted to the student’s context. Keywords: motivation, behavior, collaborative learning, education, academic performanceÍtem 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, educationÍtem Acceso Abierto Rol de los padres en las actividades escolares y el rendimiento académico de sus hijos(Universidad Católica de Cuenca., 2025) Puma Ilbay, Daniela Alexandra; Álvarez Lozano , María Isabel; 0350198347This research aims to analyze the theoretical foundations of the role of parents in school activities and their children’s academic performance by identifying factors that influence this relationship, and parents’ perceptions of their role in their children’s education in enhancing students’ comprehensive education. The specific objectives include identifying the factors that influence the relationship between parental involvement and academic performance; analyzing the impact of parental engagement on students’ school performance; and evaluating parents’ perceptions of the barriers that hinder their active participation in their children's school life. The methodology applied was a systematic literature review, using academic sources published between 2020 and 2025. Fifteen articles were selected, each addressing the role of the family in supporting children's education. Among the most relevant studies, family support proves to be a positive strategy for strengthening children’s continuous learning in their performance inside and outside learning environments. International studies show that a lack of support and resources at home is associated with low academic achievement, while other studies indicate that constant parental support encourages students’ enthusiasm and willingness to participate. In conclusion, the active and committed role of parents in school activities is essential for comprehensive development and academic performance. Keywords: academic performance, role of the family, teaching-learning, teacher, school activitiesÍtem Acceso Abierto La ética del docente y la formación de valores en estudiantes de educación básica superior(Universidad Católica de Cuenca., 2025) Pérez Parra, Alex Sebastián; Erreyes Guamán, Byron Fabricio; 1401098395The ethical behavior of teachers, as key actors in promoting the development of values among students in upper basic education, is essential due to their direct involvement in ethical formation. Motivation is used as an energetic mechanism that directs and sustains the achievement of the emotional impulse, determinants for the achievement of academic goals. This study aimed to analyze the influence of teachers' ethical behavior on the development of values in upper basic education students, through a literature review that contributes to comprehensive formation in personal and social performance. The methodology employed corresponds to a systematic literature review with descriptive-analytical design, based on academic sources published between 2019 and 2024. In addition, the research was conducted using the digital databases of the Catholic University of Cuenca, including Scopus, Web of Science, ProQuest, and ERIC. A total of 15 articles were selected, each of which addressed the relationship between the ethical behavior of teachers and the development of values in upper basic education students. The findings demonstrate that the ethical behavior of teachers positively influences students’ holistic development, promoting mutual respect and harmonious coexistence, essential elements for personal and social growth in upper basic education. Keywords: values, ethics, teacher, formation, educationÍtem Acceso Abierto El bullying y su relación con el bienestar emocional en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Feijoo Salinas , Anthony Daniel; Mejía Rodríguez , Israel Neptalí; 0705136638Bullying, also known as school harassment, has become a concerning issue in the educational environment, especially in secondary school. This phenomenon is characterized by aggressive and intentional behaviors aimed at harming or intimidating a vulnerable individual or group. This research aims to analyze the impact of social support on the emotional well-being of high school students who have been victims of bullying. The methodology applied is a systematic literature review. The PRISMA method analyzes the entire process to collect the information necessary for the study. The Rayyan tool is used to include relevant articles and to exclude duplicates or irrelevant ones. Criteria include publications from 2017 to 2023 in English and Spanish. Vocabulary is obtained from the UNESCO Thesaurus and ERIC. Access is made to the databases of the Catholic University of Cuenca in journals such as Scopus, Web of Science, ProQuest, and SciELO. Twelve articles were selected to meet the research objective. Understanding the negative consequences of bullying and implementing effective prevention and intervention strategies are crucial. The results prioritize early bullying prevention to protect the mental health of all students. Keywords: bullying, emotional well-being, psychological impact, interventions, preventionÍtem Acceso Abierto Aprendizaje invertido como estrategia didáctica en el rendimiento académico de estudiantes de básica superior(Universidad Católica de Cuenca., 2024) Cabrera Quinteros, Amanda Daniela; Cárdenas Cordero, Nancy Marcela; 0302879374The flipped classroom has become an increasingly popular didactic strategy in education, especially in students' academic performance, because of its potential to increase motivation, participation, and the level of learning within upper basic education. This research aims to demonstrate how the flipped classroom aids the academic performance of upper basic education students. The methodology was a systematic literature review study using the PRISMA method, and the UNESCO and ERIC thesaurus was employed to obtain the vocabulary to support the research topic. Using the RAYYAN tool, a selection was conducted to include articles contributing to the research while excluding those irrelevant to the study. Additionally, digital databases from the Catholic University of Cuenca, such as Scopus, Web of Science, and ProQuest, were chosen to develop the research topic. Twenty articles were selected, all of which addressed the flipped classroom as a didactic strategy to improve the academic performance of upper basic education students. These studies revealed that the flipped classroom has proven to be an effective strategy for improving the academic performance of upper basic education students by incorporating elements and games to increase motivation, participation, and academic performance, facilitating more dynamic and engaging learning. Keywords: active participation, intrinsic motivation, deep understanding, skill development, performance improvementÍtem Acceso Abierto Participación activa de los padres en el rendimiento académico de los estudiantes de educación básica media(Universidad Católica de Cuenca., 2024) Mora Romero, Leslie Jazmin; Mejía Rodríguez, Israel Neptalí; 0350119319The active participation of parents plays a determining role in their children's academic performance. Constant involvement in school life reinforces the values of responsibility, commitment, and motivation towards learning. Thus, the active involvement of parents not only strengthens the family bond and provides a supportive environment that favors the student's educational success. This research aims to analyze how parents' active participation influences the academic performance of middle school students. The methodology applied is a systematic literature review guided by the PRISMA method, detailing the selection and exclusion process of articles contributing to the research. The vocabulary was obtained from UNESCO and ERIC thesauruses, and a thorough search was conducted using the RAYYAN tool. The digital databases of the Catholic University of Cuenca, such as Web of Science, Scopus, Erick, and ProQuest, were used. Sixteen articles contributed to the study, which addresses the fact that the active participation of parents is one of the most influential factors in the academic performance of students and shows that this active participation is a fundamental element in ensuring academic success and reaching students' maximum potential in the fulfillment of their academic objectives. It is necessary to implement new strategies to promote parental involvement in their children's education and to prioritize considering contributions from other disciplines, understanding that the current practices of family-school relationships within the school appear to be exhausted. Keywords: family, school, participation, academic performance, strategiesÍtem Acceso Abierto La inclusión cultural educativa con recursos tecnológicos y su impacto en el interaprendizaje de estudiantes de básica media(Universidad Católica de Cuenca., 2024) Pesantez Pesantez, Rosa Elizabeth; Castro Salazar, Ana Zulema; 0106279128Currently, global education is undergoing a rapid transformation process driven by technology integration in the classroom. Technological resources provide learning opportunities and present challenges that educators must address. This study aims to analyze educational cultural inclusion through the adaptation of technological resources and its impact on middle school students' interlearning through a systematic literature review to strengthen the teaching-learning process. The methodology employed a systematic literature review using the PRISMA method; a flowchart facilitated an analysis of the entire process conducted via the RAYYAN tool for the selection of articles pertinent to the topic and the exclusion of ones unrelated. Vocabulary was obtained through the UNESCO and ERIC thesaurus. A comprehensive search was conducted by accessing the Catholic University of Cuenca databases, such as Scopus, Web of Science, SciELO, and ProQuest. Out of this process, 14 articles provided comprehensive information for this study. The chosen papers were from 2017 to 2023 in English and Spanish. Continuous teacher training underscores that the use of technology and ensuring that all students have access to devices and a quality internet connection are crucial elements for maximizing the positive impact of these resources. Keywords: inclusion, interlearning, technology, studentsÍtem Acceso Abierto Plataformas de aprendizaje en el desarrollo de la comprensión lectora en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Pomaquiza Zhagñay, Mayra Alexandra; Pinos Coronel, Paola Cecilia; 0350078994Learning platforms are essential digital resources that offer a wide array of tools and resources for enhancing reading comprehension in middle school students. They enable students to delve into different genres, authors, and topics, fostering deep interest in reading and expanding their vocabulary. Objectives. This research aims to evaluate the remarkable impact of learning platforms on the development of reading comprehension in middle school students. It aims to research how these tools integrate into educational settings and how they influence cognitive and metacognitive processes associated with reading to enhance comprehension. Methodology. A systematic review of scientific literature was conducted from databases such as ProQuest, Scopus, and SCIELO. Results. After studying 14 articles on learning platforms, it was demonstrated that these platforms have yielded a positive and significant impact on the development of reading comprehension in middle school students. Using learning platforms has led to substantial improvements in vocabulary, fluency, comprehension, and critical analysis skills. Conclusion. Learning platforms are valuable tools for the enhancement of reading comprehension. It also provides students with personalized and captivating learning experiences that could stimulate increased reading and overall skill improvement. These platforms must be utilized as a complement to classroom instruction to offer students additional learning and practice opportunities. Study field: Education. Keywords: reading, strategy, methodology, gamification, studentsÍtem Acceso Abierto Las competencias tecnopedagógicas de los docentes en el rendimiento académico de los estudiantes de Bachillerato(Universidad Católica de Cuenca., 2024) Vizueta Jimbo, Jenny Katherine; Pinos Coronel, Paola Cecilia; 0302678420In today's world, marked by rapid technological evolution, teachers' techno-pedagogical competencies have become a determining factor for educational success, especially at the high school level. These competencies encompass teachers' ability to integrate Information and Communication Technologies (ICT) effectively and creatively into their pedagogical practices. This study aims to foster teachers' techno-pedagogical competencies in using technology to improve their classroom performance and reinforce the academic accomplishment of high school students. The systematic literature review follows the Preferred Reporting Items for the Systematic Review and Meta-Analyses (PRISMA) guidelines to support the inclusion and exclusion of articles to strengthen the study. The Catholic University of Cuenca databases such as Scopus, Web of Science, Proquest, and SciELO were accessed. In this study, 14 articles were reviewed to determine the teachers' techno-pedagogical competencies in high school student's academic performance, and the UNESCO Thesaurus and ERIC were used to identify the vocabulary. Research has demonstrated that the teachers' techno-pedagogical competencies have a positive impact on the academic performance of high school students and generate greater motivation and participation in the classroom, the development of more advanced technological and digital skills, and to think critically and solve problems creatively. Keywords: techno-pedagogy, competence, methodological strategies, interlearning, high schoolÍtem Acceso Abierto La gamificación como estrategia metodológica en la enseñanza de la lectura en educación básica superior(Universidad Católica de Cuenca., 2024) Nieto Sojos, Jennifer Mariuxi; Cárdenas Cordero, Nancy Marcela; 0302748751Gamification as a methodological strategy in teaching reading in Upper Basic Education emphasizes didactic strategies that are important for the student's development within the educational process. The reader can use a more active and creative cognitive system through gamification. This study aims to demonstrate the use of gamification tools and their impact on high school students in Azogues. The methodology applied is the systemic literature review matrix with the [PRISMA] method. The digital databases of the Catholic University of Cuenca, such as Scopus, Web of Science, Proquest, and ERIC, articles were selected from indexed academic journals published from 2015 to 2023. With the tool [RAYYAN], each article related to the topic to be investigated was selected. The vocabulary was supported by the [UNESCO] Thesaurus; after analyzing 15 articles on gamification, a prevalence of 77% was obtained for the use of tablets and access to technologies. With gamification, it is possible to promote the cognitive development of reading and, thus, the reading habit. With the authors' contribution, gamification is a methodology that teachers in all areas of knowledge should apply and, therefore, convert reading learning into a recreational, pleasant habit that enables the development of critical thinking and constructivist learning. Keywords: reading, strategy, methodology, gamification, studentsÍtem Acceso Abierto Herramientas digitales como estrategia didáctica para la enseñanza de la escritura en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Rea Sacta , Brian Ariel; Alvarez Lozano, María Isabel; 0302364617
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