SUSTAINABILITY IN EDUCATION AND GAMIFICATION: STRATEGY TO STRENGTHEN READING COMPREHENSION IN COLOMBIA

Abstract

Faced with the need to identify alternatives that allow the achievement of the Sustainable Development Goals (SDGs), and specifically SDG 4, it is necessary to plan strategies that strengthen access to inclusive, equitable and quality education and promote lifelong learning opportunities for all. The objective of this research is to determine the effect of a pedagogical proposal based on gamification in improving reading comprehension. This study is qualitative, with research-action design. The population was made up of 19 students of grade 5 of primary school, in a city of Colombia, who were diagnosed through a pedagogical workshop that contained two entrance questionnaires housed in a Digital Educational Resource (RED), one of them identified the level of reading and the other allowed to establish their tastes and interests related to reading. Next, a proposal is designed taking into account the data obtained from the initial test, in which Ta-tum is established as a platform to host gamified activities. The application phase was carried out through 7 sessions that included the induction of access and recognition of the platform and 4 cases of gamified reading in which students had to solve the activities and accumulate points as literary detectives. The results show a significant improvement in the levels of literal and inferential reading, however, it is not possible to establish a demonstrative advance at the critical level.