Gamificación en la compresión lectora de los estudiantes en tiempos de pandemia en Perú

Abstract

Nowadays, virtuality has changed the perspective of education worldwide, posing many challenges and challenges to be met. The objective of this article is to analyze the incidence of gamification in the reading comprehension of elementary school students during the pandemic period in a district of Lima, Peru. The study is a basic, descriptive, correlational, cross-sectional and quantitative approach, using the hypotheticaldeductive method. Two questionnaires were applied to a sample of 90 elementary school students; the first questionnaire applied corresponded to the analysis of the independent variable of gamification, with a total of 18 items; the second questionnaire used, on the dependent variable of reading comprehension, had 21 items. The results show that gamification makes technical and analytical contributions to the dynamic and mechanical activities, and to the components of reading comprehension, specifically the written text and the use of inference to generate interpretation processes in students. It is concluded that gamification has an impact on reading comprehension and since the emergence of the pandemic, its use from digitalization supports the teaching-learning processes in the training of students.