La gamificación como estrategia didáctica para mejorar el hábito de la lectura en los estudiantes de décimo año de la Unidad Educativa 12 de Febrero del cantón Zamora, durante el periodo lectivo 2021-2022

Abstract

Abstract: The present investigative work was carried out in order to establish gamification teaching strategies to improve reading intenth-year students, for which 63 students and 2 EGB teachers participated as a study population. A survey and an interview were used each to analyze the application of gamification strategies for the improvement of reading habits and the other to identify the levels of satisfaction during teaching-learning, both aimed at collecting objective information. Finally, it was concluded that teachers do apply gamification strategies and that students are satisfied, among the main ones we have: preparation, immersion and processing. In relation to metacognition, it should be improved in terms of the application of techniques that allow the reflective critical development of reading.