Metodologías activas para la gamificación de la habilidad lingüística comprensión lectora: un estudio de caso en estudiantes del séptimo de EGB 2021- 2022 de la UEVGA

Abstract

In the present investigative work, active methodologies are presented: gamification and Game-Based Learning to contribute to the development of the linguistic ability "reading comprehension" in the seventh grade of EGB of the Unidad Educativa Víctor Gerardo Aguilar. The problem identified is the lack of methodologies that encourage the participation and protagonist of the student in the teaching-learning process of Language and Literature for the development of the linguistic ability "reading comprehension". It was diagnosed using the participant observation technique and the instruments: field diaries and observation guide. Therefore, the following question was raised: How to contribute to the learning of the linguistic ability reading comprehension in students of seventh of EGB of the UEVGA? The objective that is proposed is to design activities for the gamification of linguistic ability: reading comprehension based on active methodologies. The research methodology has a qualitative approach, with a socio-critical paradigm that is based on self-reflection and a descriptive case study method, in addition to a series of techniques and instruments for collecting information. Two interviews, one diagnostic and the other focused on gamified activities, were carried out with the EGB seventh-year teacher, and a documentary analysis, observation guides, a pre-test and a post-test were also applied. It should be said that all these techniques and instruments depended on participant observation to be developed and were applied with the objective that the research has scientific and proven support. The main conclusion of the research is that the application of active methodologies, such as gamification and ABJ, contribute to the development of linguistic competence: reading comprehension.