Game-based learning for the development of reading comprehension among teenagers

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Glenda Elizabeth Ruiz Villacrés
Luis Antonio Paredes Rodríguez


Introduction: Reading comprehension is a great deal among English learners because it is one of the bases for their language learning process. This research aims to use game-based learning for the development of reading comprehension among first-year senior high school students. Methodology:  The study used a quantitative descriptive methodology with quasi-experimental design where seventy-eight students participated to form the control group and the experimental one. Moreover, two English teachers participated for the classroom treatment. Students from the control group studied in the morning section and the experimental group attend classes in the afternoon. To collect data, two instruments were used; first, a survey with its corresponding questionnaire to look for information about students’ perceptions on their own reading comprehension levels. The second instrument was the A2 for school’s exam – reading part that contained thirty questions focused on reading for main idea, for specific information, vocabulary, and spelling. Results: Findings from the pre-test revealed that students have a very low level of literal reading comprehension. The intervention involved classes based on board games and contest game with elements like points, achievements, rankings, time, levels, challenges, and rewards that contribute to motivate the teaching-learning process. Post-test results revealed that students from the control group remained the same level; however, the experimental group considerably improved. Conclusion: Therefore, the proposed hypothesis was accepted, and the author concluded that game-based leaning is beneficial for students to develop their reading comprehension.


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Ruiz Villacrés, G. E., & Paredes Rodríguez, L. A. (2023). Game-based learning for the development of reading comprehension among teenagers. Ciencia Digital, 7(3), 79-98.


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