Gamificación como estrategia didáctica para el aprendizaje creativo de la ortografía

• Autores: Villavicencio Loor, Viviana, Mendoza Moreira, Francisco Samuel
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Marcelino Champagnat
• Repositorio: Revista educa UMCH
• Lenguaje: español
• OAI Identifier: oai:revistas.umch.edu.pe:article/299
• Enlace del recurso: https://revistas.umch.edu.pe/index.php/EducaUMCH/article/view/299
• Nivel de acceso: acceso abierto
• Materia: gamificación; ortografía; educación; didáctica; creatividad; Educación didáctica; gamification; spelling; education; didactics; creativity; Didactic education

This study examines the use of gamification as a didactic strategy for creatively teaching spelling to students in the Upper Sublevel of Basic General Education at the "Costa Azul" Educational Unit in the Manta canton. The research addresses the identified issue of lacking spelling skills, manifested through omissions and difficulties in coherent expression of ideas. The investigation is situated in a contemporary temporal context, supported by previous studies emphasizing the importance of improving spelling competencies for effective communication. The proposed methodology includes analyzing the current state of spelling learning, designing a contextualized gamification program, and evaluating the impact on creative learning through academic results. The research is justified due to the concerning decrease in spelling levels within the institution and the lack of interest through traditional approaches. The objectives aim to determine the effectiveness of gamification, encompassing the analysis of spelling deficiencies, program design, and impact evaluation. The findings of this study could provide an innovative solution to enhance educational quality in spelling, especially in institutions facing similar challenges.