Gamification as a teaching strategy to promote reading in students of the Education major
DOI:
https://doi.org/10.62452/3v7v0v15Keywords:
Education, adult education, higher education, methodology, reading, oral readingAbstract
This article was approached with the aim of implementing gamification as a didactic strategy to promote reading in students of the education career, for which an empirical epistemological approach was used, a descriptive scope, under quasi-experimental applied research. The study population consisted of students from the Education program at the Catholic University of Cuenca, categorized into two groups, 40 students in the control group and 40 students in the intervention group. The results of the post-test, when contrasted with the previous tests between both the control group and the intervention group, reflected important advances in terms of students' interest in reading, the incentive to read texts of interest and also generated a greater promotion of reading among students who were instructed with gamification strategies. From the data obtained and later contrasted through the Student T test, a P value of 0.000 was identified, being possible to conclude that the application of gamification strategies contributes favorably to the reading habits of the participants who were part of the intervention group.
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