Reading Interest and the Promotion of Writing and Creativity in Secondary and High Schools through Narrative Hyperfiction

Abstract

This article analyzes the impact that the elaboration of a narrative hyperfiction in the classroom has on reading interest, creativity, and the promotion of writing in secondary and high school students. For this purpose, six control groups and six experimental groups were formed: the former wrote a story in a word processor; the latter, a hyper-story in social networks, following a hyperfiction model proposed by their teachers. From their work and a series of subsequent tests, it was possible to determine to what extent they improved certain basic skills and competencies in the subject of Spanish Language and Literature: reading comprehension, reading motivation, creativity, written expression, and communicative competence.