Educaplay como estrategia didáctica para la comprensión lectora

MARÍA ARLETTE VILLACIS BORJA; Alexandra Lorena  Alajo Anchatuña

doi:10.70577/asce.v5i3.955

Authors

MARÍA ARLETTE VILLACIS BORJA Universidad Técnica de Cotopaxi https://orcid.org/0009-0005-6631-7486
Alexandra Lorena Alajo Anchatuña Universidad Técnica de Cotopaxi https://orcid.org/0000-0001-9147-2270

DOI:

https://doi.org/10.70577/asce.v5i3.955

Keywords:

basic education; Educaplay; educational technology; reading comprehension; teaching methods

Abstract

In Ecuadorian General Basic Education, making inferences, connecting causes and consequences, and supporting interpretations remain reading comprehension challenges. The study examined the relevance of Educaplay as a teaching strategy for strengthening this competence among seventh-grade students at Unidad Educativa Alicia Marcuard de Yerovi. A mixed-methods approach, descriptive scope, and one-group pre-experimental design were used with non-probability census sampling. The population comprised the seventh-grade class; the analytical sample included 25 pretest questionnaires and 11 posttest questionnaires. For perceived reading comprehension, the mean rose from 4.21 to 4.37 and the high level from 83.82% to 93.33%. For the evaluation of Educaplay and digital resources, the mean increased from 3.99 to 4.34 and the high level from 67.16% to 79.31%. Open-ended responses showed that students recognized conflicts, narrative support, and lessons, although many explanations remained brief. The overall pretest Cronbach's alpha was 0.69. The results indicated a favorable trend, but participant attrition and the lack of paired records prevented attributing the changes exclusively to the platform. The main contribution was the comparison of quantitative self-perception with written evidence of comprehension in an Ecuadorian school context.

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