La gamificación como estrategia metodológica en la enseñanza de la lectura en educación básica superior

Abstract

Gamification 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, students