Gamification and Playful Learning in Early Literacy: Impact on the Promotion of Reading Habits in Basic General Education
DOI:
https://doi.org/10.70577/hz15se33Keywords:
Gamification, Playful Learning, Literacy, Reading Habits, Basic Education, Reading MotivationAbstract
Introduction: Literacy acquisition constitutes a fundamental milestone in the academic trajectory of Basic General Education students. However, traditional methodologies focused on mechanical repetition have shown limitations in stimulating motivation and the development of reading habits. Objective: To analyze the impact of gamification and playful learning on early literacy for fostering reading habits in second-grade students of Basic General Education. Methodology: A quasi-experimental design with pretest-posttest measurements was employed under a mixed approach. Twenty-eight students from María Teresa Dávila de Rosania School in Quito, Ecuador participated. Standardized literacy tests, reading motivation scales, and semi-structured teacher interviews were applied. The intervention consisted of an eight-week program integrating gamification elements (narratives, badges, levels, immediate feedback) and playful activities adapted to the national curriculum. Results: Findings showed statistically significant improvements in decoding skills (t = 4.87, p < .001, d = 0.92), grapheme recognition (t = 5.23, p < .001, d = 1.04), and reading motivation (t = 4.12, p < .001, d = 0.78). Qualitative analysis revealed increased active participation, enjoyment of reading activities, and self-perception as competent readers. Conclusions: The integration of gamification and playful learning represents an effective pedagogical strategy to strengthen initial literacy and foster positive attitudes toward reading in early school-age students.
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