Propuesta didáctica basada en Leyendas ecuatorianas con IA para potenciar la lectoescritura en estudiantes de Bachillerato

Abstract

Abstract: This research designs, implements, and evaluates a didactic proposal based on Ecuadorian legends narrated using artificial intelligence (AI) to enhance the reading and writing skills of high school students at the Huambi Educational Unit. The study employs a mixed-methods approach (qualitative and quantitative) with a descriptive-explanatory scope, involving 100 students divided into experimental and control groups and two Language and Literature teachers. Data collection instruments included surveys, semi-structured interviews, and rubrics for evaluating creative writing; the data were analyzed using descriptive statistics and thematic coding via ATLAS.ti. The results demonstrate a significant impact on student motivation and reading engagement, as well as a notable improvement in students' ability to produce creative texts, organize ideas, and value Ecuadorian literature. The proposal, structured into three sequential workshops, showed that integrating AI as a tool for cognitive scaffolding and co-creation in synergy with narratives rooted in local identity constitutes an effective and relevant pedagogical strategy. It is concluded that this innovative methodology strengthens communicative competencies and lateral thinking, addressing the educational demands of the 21st century, provided that its implementation is guided by a trained educator and framed within an ethical and equitable context.