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Técnica de Gamificación para motivar el aprendizaje de Lectoescritura en los estudiantes de tercer año de la escuela Jorge Icaza Delgado
| dc.contributor.advisor | Espinel Guadalupe, Johana | |
| dc.contributor.author | Posligua Galarza, Maritza Geoconda | |
| dc.date.accessioned | 2022-04-05T16:54:56Z | |
| dc.date.available | 2022-04-05T16:54:56Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/11151 | |
| dc.description | At the present time, education faces new challenges, faced with various problems, one of them is literacy, the use of technological resources is necessary and virtual teaching is mandatory due to the presence of Covid 19. The objective of this the research work is to determine the incidence of the application "" Let's learn to read "" in the motivation of reading and writing of children between the ages of 7 and 10, with the intention of improving learning in the area of language and literature, from the research line of technology and educational innovation. The methodology used is quantitative, purposeful, descriptive, a documentary review and analysis of mobile applications was carried out, which have contributed to language learning. From this, a technique with unique characteristics was designed, based on gamified models. The sample and study population are made up of one hundred third-grade students; Through a survey of student representatives, it was possible to recognize learning problems in reading and writing, in addition to examining the gamification technique as a motivating element during the teaching-learning process. As a result, a statistically significant relationship is shown between the level of literacy learning and the use of the gamification technique "" Let's learn to read "", making students show interest in reading and writing to improve performance levels in the educational field. | es_ES |
| dc.description | At the present time, education faces new challenges, faced with various problems, one of them is literacy, the use of technological resources is necessary and virtual teaching is mandatory due to the presence of Covid 19. The objective of this the research work is to determine the incidence of the application "" Let's learn to read "" in the motivation of reading and writing of children between the ages of 7 and 10, with the intention of improving learning in the area of language and literature, from the research line of technology and educational innovation. The methodology used is quantitative, purposeful, descriptive, a documentary review and analysis of mobile applications was carried out, which have contributed to language learning. From this, a technique with unique characteristics was designed, based on gamified models. The sample and study population are made up of one hundred third-grade students; Through a survey of student representatives, it was possible to recognize learning problems in reading and writing, in addition to examining the gamification technique as a motivating element during the teaching-learning process. As a result, a statistically significant relationship is shown between the level of literacy learning and the use of the gamification technique "" Let's learn to read "", making students show interest in reading and writing to improve performance levels in the educational field. | es_ES |
| dc.description.abstract | En los actuales momentos la educación, enfrenta nuevos retos, frente a los diversos problemas, uno de ellos es la lectoescritura, el uso de recursos tecnológicos se hace necesario y la enseñanza virtual es obligatoria por la presencia de la COVID 19. El objetivo de este trabajo de investigación es determinar la incidencia de la aplicación “Aprendamos a leer” en la motivación de la lectoescritura de niños en edades comprendidas entre los 7 y 10 años, con la intención de mejorar el aprendizaje en el área de lengua y literatura, desde la línea de investigación de tecnología e innovación educativa. La metodología utilizada es cuantitativa, propositiva, descriptiva, se realizó una revisión documental y análisis de las aplicaciones móviles, que han contribuido en el aprendizaje de idiomas. A partir de esto, se diseñó una técnica con características únicas, fundamentada en modelos gamificados. La muestra y población de estudio la constituyen cien estudiantes de tercer grado; mediante una encuesta realizada a los representantes de los estudiantes se logró reconocer los problemas de aprendizaje en lectura y escritura, además de examinar la técnica de gamificación como elemento motivador, durante el proceso de enseñanza-aprendizaje. Como resultado se muestra una relación estadísticamente significativa entre el nivel de aprendizaje de lectoescritura y el uso de la técnica de gamificación ““Aprendamos a leer””, logrando que los estudiantes, muestren interés en la lectura y escritura para mejorar los niveles de desempeño en el ámbito educativo. | es_ES |
| dc.format.extent | 40 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Lectoescritura | es_ES |
| dc.subject | Gamificación | es_ES |
| dc.subject | Motivación | es_ES |
| dc.title | Técnica de Gamificación para motivar el aprendizaje de Lectoescritura en los estudiantes de tercer año de la escuela Jorge Icaza Delgado | es_ES |
| dc.type | masterThesis | es_ES |
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