Gamification: ¿pedagogical resource to raise reading comprehension levels in university students?
DOI:
https://doi.org/10.62452/keq3fg04Keywords:
Gamification, reading comprehension, learningAbstract
The objective of this study was to determine the possibility of using the gamification technique as a potential contributor to the development of reading comprehension levels in students of the first and second semesters of the Faculty of Philosophy, Letters and Educational Sciences of the University of Guayaquil, during the cycle II year 2021-2022. Its approach was qualitative, and the applied methodology was descriptive. The main tools used for data collection were the questionnaire and the survey. The chosen population was made up of 164 students, 66 men and 98 women between 19 and 35 years of age, from the first and second semesters, in online classes, Psychology subject. Localized theoretical references advise the use of gamification for multiple purposes in university classrooms. The results referring to the process of reading comprehension by the students showed serious difficulties in their reading skills. On the other hand, a favorable predisposition to the use of the gamification technique was detected in them.
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