Gamification as a playful strategy in dysorthography

Abstract

The objective of this article was to analyze how gamification contributes to the eradication of dysorthography in 10th-grade students at the "San Francisco de Asís" Educational Unit. The research focused on a quantitative approach and an inductive-deductive method, using an experimental pre-test-post-test design. The population considered for this research consisted of 23 10th-grade students. The sample was purposive, composed of 23 students from the group in which the intervention was implemented, yielding the following conclusions: Gamification is a highly effective pedagogical strategy for correcting dysorthography in students of Basic General Education. The comparative results between the pretest and posttest demonstrated a significant reduction in errors in complex spelling rules (use of the graphemes B/V, C/S/Z, and accent marks). The implementation of gamified strategies fostered the development of metacognitive skills, specifically... Self-correction skills and selective attention were developed. Students progressed from a passive stance to being able to identify and correct their own errors during the writing process. The affective component was determined to be crucial in the treatment of dysorthography. Gamification transformed the "spelling mistake"—traditionally a source of frustration and punishment—into a learning opportunity within a safe and fun environment. The integration of gamified digital platforms and resources (ICT) offers significant advantages over purely expository teaching for students with learning difficulties. The multisensory stimulation (visual, auditory, and kinesthetic) inherent in educational video games allowed for addressing different types of dysorthography (visuospatial, perceptual-auditory) simultaneously.