Design of an educational application for early literacy oriented toward motivation in first grade of elementary education
DOI:
https://doi.org/10.70577/asce.v5i1.736Keywords:
Early Literacy; Academic Motivation; Educational Psychology; Educational Technology; Primary Education; Instructional Design.Abstract
Early literacy extends beyond technical decoding, as it constitutes a complex educational process that requires sustained cognitive and emotional engagement. Despite the proliferation of digital tools, many current proposals prioritize visual appeal or mechanical practice, overlooking the psychological foundations underlying academic persistence. Literacy motivation is defined as the driving force that sustains students’ effort and self-regulation.
The objective of this article is to provide a theoretical foundation for the design of Leetrix, an educational application aimed at strengthening learning engagement in first-grade primary education. Through a qualitative theoretical–methodological approach, the conceptual and structural development of the digital prototype is systematized. The proposal is grounded in a rigorous review of the literature to define the structural and interactional principles of the tool.
As a result, a design model is presented that articulates a progressive linguistic sequence with Self-Determination Theory, employing an Objective–Evidence–Task alignment matrix (OET) to ensure internal pedagogical coherence. This work frames technology not as an end in itself, but as an instructional mediator that prioritizes mastery-oriented goals over extrinsic rewards. In doing so, it establishes the methodological basis for future empirical research aimed at evaluating the model’s impact on early written language acquisition and self-determined motivation.
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