Efecto de la gamificación en la motivación hacia el aprendizaje de la lectura y escritura en tercer grado de la Escuela Mayor Galo Molina

Abstract

Abstract: This research addresses the lack of motivation toward learning to read and write among third grade students at the "Mayor Galo Molina" School, a problem that limits the development of their communicative skills. The objective was to determine the effect of gamification as a teaching strategy to revitalize this process. The methodology employed a quantitative, descriptive-comparative approach, using a pre-test and post-test administered to a sample of five students in a rural setting. The results demonstrate a significant increase in motivation levels, which rose from an average of 47.2 to 55.6 points after the intervention. Eighty percent of the students reached a "High" level of motivation, showing a notable improvement in persistence in the face of errors and in academic self-concept. It is concluded that gamification is more effective than traditional methodologies, transforming the perception of reading and writing from an obligation into a playful and rewarding activity. The results indicate that creating educational spaces supported by challenges and awards enhances student involvement, even in contexts with limited economic resources.