La realidad aumentada como estrategia didáctica para fortalecer la comprensión lectora en estudiantes de quinto año de Educación General Básica de la Unidad Educativa Mons. Luis Alfonso Crespo Chiriboga , año lectivo 2024-2025.

Abstract

Abstract: This research focuses on the use of augmented reality as a teaching strategy to strengthen reading comprehension in fifth-year students of Basic General Education at Mons. Luis Alfonso Crespo Chiriboga Educational Unit, school year 2024-2025. The main objective is to evaluate the effectiveness of augmented reality as a teaching strategy to strengthen reading comprehension in students. The results show that the methodology in which augmented reality was implemented through the ZapWorks platform is innovative, which is why it was effective in promoting reading comprehension. The timely reception by the population gives initiative to continue using emerging technologies in different learning environments since it makes them more active and participatory. Pedagogical intervention through this platform as a teaching tool is shown to be efficient in addressing the lack of text comprehension, offering an innovative approach that attracts attention and facilitates analysis. The integration of three-dimensional and auditory elements increases participation, improves reading comprehension, and the final assessment confirms noticeable progress.