Gamification as an active strategy in literal reading comprehension

Abstract

Gamificationhas serves as an innovative pedagogical strategy that enhances motivation and educational commitment by integrating game dynamics to Foster proactive classroom participation. This study aimed to strengthen literal Reading comprehension in eighth – grade students of General Basic Education through a quantitative approach and a quasi-experimental design. A four-week analog gamification intervention was implemented with a total duration of 16 hours, where data were gathered using pretest and postest instruments. The análisis relied on descriptive statistics, including mean and standard desviation, as well as the frequency distribution of performance levels according to the evaluaction scale. Findings revealed a substantial increase in the population mean, which rose from 4.92 to 8.75, representing a 3.83-point improvement and demonstrating that 100% of the participants reached médium and high performance levels by overcoming baseline limitations. The study concludes that non-technological gamification is an efficient active strategy for optimizing Reading proficiency in resource-limited contexts, demostrating a high capacity to homogenize group performance and strengthen academic training processes.