Mediación didáctica de la gamificación como fundamento para la comprensión lectora
Difficulties in reading comprehension and the mediation of new technologies in learning processes are central issues for the educational system. This research is contextualized in two public institutions in the department of Sucre - Colombia, in which a problem has been identified in the development...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2022 |
| País: | Colombia |
| Institución: | Corporación Universidad de la Costa |
| Repositorio: | Repositorio REDICUC |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/9497 |
| Acceso en línea: | https://hdl.handle.net/11323/9497 https://repositorio.cuc.edu.co/ |
| Access Level: | acceso abierto |
| Palabra clave: | Didactic mediation Gamification Reading comprehension Reading levels Inferential level Didactic strategies Mediación didáctica Gamificación Comprensión lectora Niveles de lectura Nivel inferencial Estrategias didácticas |
| Sumario: | Difficulties in reading comprehension and the mediation of new technologies in learning processes are central issues for the educational system. This research is contextualized in two public institutions in the department of Sucre - Colombia, in which a problem has been identified in the development of reading comprehension levels in students, therefore the main objective is to analyze the didactic mediation of gamification as a basis for reading comprehension at the inferential level in students. The research takes as a reference a Rationalistic Deductive approach under a mixed paradigm that addresses qualitative and quantitative aspects of the main categories studied; it is operationalized through a field design, through the realization of a quasi-experiment (pre-test - post-test) and the application of a questionnaire. Likewise, we worked with the interview script and in the documentary approach, with content analysis matrices for the study of institutional documents. The research has a descriptive-explanatory and analytical scope. Statistical processing of data and theoretical contrastation and argumentative inferences are used. The main result is the improvement of the inferential level of reading comprehension of students, after the application of gamified didactic sequences. The research concludes by highlighting the role of didactic mediation of gamification in strengthening the inferential level of reading skills |
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