Trivias in the learning of the novel The cruces sobre el Agua

Abstract

Trivia based strategies have become an educational resource associated with gamification and active learning; however, their application in literature teaching still requires empirical validation. Within this context, the aim of this study was to analyze the impact of trivia activities on the learning of the novel the cruces sobre el agua among second-year high school students at the Nueva Generación Educational Unit. The research followed a quantitative approach with a quasi-experimental pretest–posttest design. A structured questionnaire was administered before and after the implementation of trivia-based literary activities. The results show high levels of student approval, particularly in preparation for literary assessments, retention of key events and characters, and understanding of the novel’s historical and social context. Additionally, positive effects were observed on student motivation and classroom environment. Teachers’ perceptions confirmed the pedagogical effectiveness of trivia activities and supported their permanent implementation. It is concluded that trivia-based strategies are an effective instructional resource for enhancing literary learning, promoting comprehension, active participation, and student motivation.