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Ecuador.Maestr=C3=ADa en Educaci=C3=B3n con menci=C3=B3n en Pedag= og=C3=ADa en Entornos Digitalesjcsegura@ube.edu.ec</td><td style=3D"padd= ing:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:5pt; border:0= .75pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><span= style=3D"line-height:150%; font-family:'Times New Roman'; font-size:6.67pt= ; font-weight:bold; vertical-align:super">2</td><td style=3D"wid= th:170.9pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align= :top">Carolina del-Roc=C3=ADo Holgu=C3=ADn Gruezo</sp= an></td><td style=3D"width:10.4pt; border:0.75pt solid #000000; padding= :0pt 5.03pt; vertical-align:top"><img src=3D"data:im= age/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgI= fAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdT= WRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxElqjhba0URPzsP= QmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNlQVjmZCGjCVhc= 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#000000; padding:0pt 5.03pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:150%; font-size= :10pt">3</td><td = style=3D"width:170.9pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ve= rtical-align:top">Johana del-Carmen Parre=C3=B1o S=C3= =A1nchez</td><td style=3D"width:10.4pt; border:0.75pt solid #000= 000; padding:0pt 5.03pt; vertical-align:top"><img sr= c=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAA= BHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n= 3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxEl= qjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNl= QVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNiGXWJvD/9x8yXB/ef= izYU/Hy8/0W/aA/Xq43r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/fWSsfzOXNkShKacv= fgnMRlXjqqqIrwr5vkihyhxbT+K2ne082AAzADZXyPj+wL8ehQ1NH700v0N35OAroutW0rxDF6r= 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padding:0pt = 5.03pt; vertical-align:top"><a href=3D"https://orcid.org/0000-0003-3832-2593" style=3D"text-decoratio= n:none">https://orcid.org/0000-0003-3832-2593</spa= n></a></td><td style=3D"border-bottom:0.75pt solid #000000; padding:0pt= ; vertical-align:top"></td></tr><tr><td style=3D"width:5pt; border:0.75pt s= olid #000000; padding:0pt 5.03pt; vertical-align:top"> </td><td colspan=3D"4" = style=3D"width:368.95pt; border:0.75pt solid #000000; padding:0pt 5.03pt; v= ertical-align:top">Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.</p= ><a href=3D"mailto:jdparrenos@ube.edu.ec= " style=3D"text-decoration:none">jdparrenos@ube.edu.ec</a></p= ></td></tr><tr><td style=3D"width:5pt; border:0.75pt solid #000000; padding= :0pt 5.03pt; vertical-align:top">4</td><td style=3D"width:170.9pt; border:0.75pt so= lid #000000; padding:0pt 5.03pt; vertical-align:top">= Dayron Rumbaut Rangel</td><td style=3D"width:10.4pt; border:0.75= pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><span= style=3D"height:0pt; text-align:left; display:block; position:absolute; z-= index:2"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAU= CAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI2= 1lEtoXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+K= DY+Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOP= r/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNi= GXWJvD/9x8yXB/efizYU/Hy8/0W/aA/Xq43r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/= fWSsfzOXNkShKacvfgnMRlXjqqqIrwr5vkihyhxbT+K2ne082AAzADZXyPj+wL8ehQ1NH700v0N= 35OAroutW0rxDF6rUUvddaJfdwM9HwqYFSa0GO1SrpfucUVUXEZCQcqQtZ0VEU1QTPtmAkDygiE= BTsTxq6hx65fWTOy7l0exjKgGrGcjTo2/oKS9EUZ2aPcf/Oo1iTI9UGqFJrzDF5+Sv+Wvg+y+IE= VXaGibsbOO5hGBSkbUUQdRT9zaQuBhE6Ct2MT7/D9OIIVnw6Ct3csfk52oNtTMwcBbE0YteeC7w= e4LinSI9Z03dBNUVxTdu1eI7FcBIjHvPVU1Tjv7nn5sNMXv6WSjyFiIg17AAwqpRW9fqayNkiM0= 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ign:top"> </td><td colspan=3D"4" style= =3D"width:368.95pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertic= al-align:top">Uni= versidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.d= rumbautr@ube.edu.ec</td></tr><tr style=3D"height:0pt"><td style= =3D"width:15.8pt"></td><td style=3D"width:181.7pt"></td><td style=3D"width:= 21.2pt"></td><td style=3D"width:176.55pt"></td><td style=3D"width:0.3pt"></= td></tr></table> <table style=3D"width:436.35pt; margin-left:0.25pt; mar= gin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td colspan=3D"3= " style=3D"width:156.4pt; padding:0pt 5.4pt; vertical-align:top"><a id=3D"_Hlk92186133"> </a><= p style=3D"margin-bottom:0pt; text-align:right; line-height:normal; font-si= ze:10pt"> </t= d><td colspan=3D"2" style=3D"width:258.35pt; border-top:0.75pt solid #00000= 0; padding:0pt 5.4pt; vertical-align:top">Art=C3=ADculo de Investigaci=C3=B3= n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: Revisado: Aceptado: Publicado:DOI: </td></tr><tr style=3D"height:= 6.55pt"><td colspan=3D"3" style=3D"width:156.4pt; padding:0pt 5.4pt; vertic= al-align:top"> </td><td colspan=3D"2" style= =3D"width:258.35pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; = vertical-align:top"> </td></tr><tr><td style=3D"width:37.8pt;= padding:0pt 5.4pt; vertical-align:top"> C=C3=ADtese:<= span style=3D"font-family:'Times New Roman'"> </td><td style=3D"= width:1.55pt; padding:0pt 5.4pt; vertical-align:top"> </td>= <td colspan=3D"2" style=3D"width:358.55pt; border-bottom:0.75pt solid #0000= 00; padding:0pt 5.4pt; vertical-align:top"> DATOS REVISTADATOS REVISTA<spa= n style=3D"font-family:'Times New Roman'">DATOS REVISTA</td><td = style=3D"border-top:0.75pt solid #000000; padding:0pt; vertical-align:top">= </td></tr><tr style=3D"height:0pt"><td style=3D"width:48.6pt"></td><td styl= e=3D"width:12.35pt"></td><td style=3D"width:106.25pt"></td><td style=3D"wid= th:263.1pt"></td><td style=3D"width:6.05pt"></td></tr></table><img 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style=3D"width:437.1pt; marg= in-left:0.25pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><= tr><td style=3D"width:74pt; border:0.75pt solid #000000; padding:0pt 5.03pt= ; vertical-align:top">Palabras claves: Gamificaci=C3=B3n,lengua y literatura,motivaci=C3=B3n del aprendizaje,pr=C3=A1cticas pedag=C3=B3gicas,herramientas digitales.</td><td colspan=3D"2" = style=3D"width:4.15pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ver= tical-align:top"> </td><td = style=3D"width:321.8pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ve= rtical-align:top">Resumen Introducci=C3=B3n: </span= >esta investigaci=C3=B3n trat= a la desconexi=C3=B3n entre las pr=C3=A1cticas de ense=C3=B1anza tradiciona= les en Lengua y Literatura y el desinter=C3=A9s de los estudiantes, en un c= ontexto donde la evaluaci=C3=B3n prioriza lo cuantitativo sobre la creativi= dad. Objetivos: elaborar a= ctividades gamificadas en Wordwall para fomentar la participaci=C3=B3n estu= diantil en el =C3=A1rea de lengua y literatura en estudiantes de b=C3=A1sic= a elemental de la Escuela Fiscomisional Cristo Rey. Metodolog=C3=ADa: <s= pan style=3D"font-family:'Times New Roman'">se aplic=C3=B3 una metodolog=C3= =ADa cualitativa de tipo descriptiva y proyectiva. La recolecci=C3=B3n de d= atos se efectu=C3=B3 a trav=C3=A9s de cuestionarios aplicados a estudiantes= y docentes. Resultados: l= os resultados revelaron un modelo pedag=C3=B3gico centrado en el docente, c= on din=C3=A1micas pasivas y una evaluaci=C3=B3n de car=C3=A1cter punitivo q= ue genera apat=C3=ADa o ansiedad. Se constat=C3=B3 la subutilizaci=C3=B3n d= e recursos tecnol=C3=B3gicos. Las docentes confirmaron estos desaf=C3=ADos = y mostraron una actitud receptiva hacia la innovaci=C3=B3n, con la ventaja = de su familiaridad previa con la plataforma Wordwall. Conclusiones: <spa= n style=3D"font-family:'Times New Roman'">en conclusi=C3=B3n, el estudio da= una propuesta concreta y viable de actividades en dicha plataforma y dise= =C3=B1ada para responder a los problemas detectados, esta propuesta busca t= ransformar el clima del aula, fomentar la participaci=C3=B3n activa y reori= entar la evaluaci=C3=B3n hacia un enfoque formativo y motivador. <sp= an style=3D"font-family:'Times New Roman'; font-weight:bold">=C3=81rea de e= studio general: Educaci=C3=B3n. =C3=81rea de estudio espec= =C3=ADfica: Pedagog=C3= =ADa en Entornos Digitales. Tipo de estudio: Art= =C3=ADculos originales.</td></tr><tr><td colspan=3D"2" style=3D"= width:77.2pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #5= b9bd5; border-left:0.75pt solid #5b9bd5; border-bottom:0.75pt solid #5b9bd5= ; padding:0pt 5.03pt; vertical-align:top">Keywords: </= p>Gamification,language and literaturelearning motivation,pedagogical practices,digital tools. </td><td style=3D"width:0.95pt; border-top:0.75pt solid = #000000; border-right:0.75pt solid #5b9bd5; border-left:0.75pt solid #5b9bd= 5; border-bottom:0.75pt solid #5b9bd5; padding:0pt 5.03pt; vertical-align:t= op"> </td><td style=3D"widt= h:321.8pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #5b9b= d5; border-left:0.75pt solid #5b9bd5; border-bottom:0.75pt solid #5b9bd5; p= adding:0pt 5.03pt; vertical-align:top">Abstract<= p style=3D"margin-bottom:0pt; text-align:justify; line-height:normal; font-= size:12pt">= Introduction: This res= earch deals with the disconnection between traditional teaching practices i= n Language and Literature and the disinterest of students, in a context whe= re assessment prioritizes the quantitative over creativity. Objectives: = To develop gamified activitie= s on Wordwall to promote student participation around language and literatu= re in elementary school students at the Cristo Rey Fiscal School. <s= pan style=3D"font-family:'Times New Roman'; font-weight:bold">Methodology: = A qualitative methodol= ogy of descriptive and projective type was applied. Data collection was con= ducted through questionnaires applied to students and teachers. <spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Results: </span= >The results revealed a teach= er-centered pedagogical model, with passive dynamics and a punitive evaluat= ion that generates apathy or anxiety. The underutilization of technological= resources was confirmed. The teachers confirmed these challenges and showe= d a receptive attitude towards innovation, with the advantage of their prev= ious familiarity with the Wordwall platform. Conclusions: in conclusion, the study gives a concrete a= nd viable proposal of activities in this platform and designed to respond t= o the problems detected, this proposal seeks to transform the classroom cli= mate, encourage active participation and reorient the evaluation towards a = formative and motivating approach. General Area of Study: Ed= ucation. Specific area of study: Pedagogy in Digital Environments. Type of study: Original articles. = </td></tr><tr style=3D"height:0pt"><td style=3D"width:85.55pt"><= /td><td style=3D"width:3.25pt"></td><td style=3D"width:11.85pt"></td><td st= yle=3D"width:335.7pt"></td></tr></table> 1.</span= > Introducci=C3=B3n= La educaci=C3= =B3n contempor=C3=A1nea enfrenta desaf=C3=ADos relacionados con el compromi= so, la motivaci=C3=B3n y la efectividad en los procesos de ense=C3=B1anza-a= prendizaje (Mendoza et al., 2024). En este escenario, la gamificaci=C3=B3n = entendida como la incorporaci=C3=B3n de din=C3=A1micas y mec=C3=A1nicas pro= pias de los juegos en entornos educativos no l=C3=BAdicos es una estrategia= innovadora para fomentar la participaci=C3=B3n activa y el inter=C3=A9s de= los estudiantes (Prieto-Andreu, 2024). Estudios apuntan a que al integrar = puntos insignias y niveles, las actividades acad=C3=A9micas adquieren un ca= r=C3=A1cter l=C3=BAdico que facilita el aprendizaje significativo y reduce = la ansiedad ante las evaluaciones (Lachimba, 2023).<sp= an style=3D"font-family:'Times New Roman'">En el =C3=A1rea de lengua y lite= ratura la gamificaci=C3=B3n ofrece m=C3=BAltiples posibilidades: desde la c= reaci=C3=B3n de narraciones interactivas hasta la resoluci=C3=B3n colaborat= iva de retos ling=C3=BC=C3=ADsticos. Al transformar tareas de lectura y esc= ritura en misiones o retos progresivos, se potencia la creatividad, la comp= rensi=C3=B3n lectora y el desarrollo de habilidades socioemocionales (Zolfa= ghari et al., 2025).La gamificaci=C3=B3n se sustenta en teor=C3=ADas del aprendizaj= e conductual y cognitivo, que se=C3=B1alan la importancia de la retroalimen= taci=C3=B3n inmediata y la motivaci=C3=B3n intr=C3=ADnseca para consolidar = procesos de adquisici=C3=B3n de conocimiento (Zolfaghari et al., 2025). Baj= o este contexto existen elementos de vital importancia como puntos, insigni= as, tablas de clasificaci=C3=B3n y relatos (storytelling) que pueden adaptarse a contenidos literari= os y ling=C3=BC=C3=ADsticos para crear experiencias m=C3=A1s atractivas. </= span>El informe= The platformization of education: a framework to m= ap the new realities d= e la <a href=3D"https://unesdoc.unesco.org/query?q=3DOrganizacion:%2= 0%22Oficina%20Internacional%20de%20Educaci%C3%B3n%20de%20la%20UNESCO%22&= ;sf=3Dsf:*&queryDisplay=3DColectividad%20autor%3A%20%22Oficina%20Intern= acional%20de%20Educaci%C3%B3n%20de%20la%20UNESCO%22" style=3D"text-decorati= on:none">Oficina Internacional de Educaci=C3=B3n de la UNESCO<= /a> manifiesta c=C3=B3mo la i= ntegraci=C3=B3n de videojuegos educativos y plataformas digitales puede rev= olucionar la evaluaci=C3=B3n, al ofrecer an=C3=A1lisis de datos en tiempo r= eal y personalizaci=C3=B3n de rutas de aprendizaje (Rivas, 2021). Este enfo= que sist=C3=A9mico promueve una visi=C3=B3n inclusiva, donde cada estudiant= e avanza conforme a sus intereses y ritmos con la contribuci=C3=B3n a la eq= uidad y la calidad educativa.En Europa y Asia investigaciones recientes mostraron q= ue la implementaci=C3=B3n de plataformas gamificadas mejora la retenci=C3= =B3n de conocimientos y la participaci=C3=B3n en el aula (Fuster, 2024; Cha= n & Lo, 2024). En Finlandia el uso de learning = quests en clase de lit= eratura elevo los puntajes en comprensi=C3=B3n lectora y promovido el debat= e cr=C3=ADtico sobre textos can=C3=B3nicos. De igual manera, en Singapur, a= plicaciones gamificadas para la ense=C3=B1anza de poes=C3=ADa logro que un = alto porcentaje de los estudiantes completen an=C3=A1lisis literarios con m= ayor autonom=C3=ADa (Chan & Lo, 2024).Asimismo un estudio en Estados Unidos de= mostr=C3=B3 que la integraci=C3=B3n de elementos de juego en evaluaciones d= e vocabulario increment=C3=B3 la motivaci=C3=B3n y redujo la deserci=C3=B3n= escolar (Pollyana & Zenaide, 2025). Estas evidencias ponen de manifies= to que la gamificaci=C3=B3n contribuye al rendimiento acad=C3=A9mico y refu= erza el sentido de logro y autoestima de los alumnos.<= span style=3D"font-family:'Times New Roman'">En Am=C3=A9rica Latina el inte= r=C3=A9s por la gamificaci=C3=B3n en educaci=C3=B3n creci=C3=B3 en los =C3= =BAltimos a=C3=B1os. En Colombia programas escolares incorporaron tableros = digitales de insignias para premiar la participaci=C3=B3n en discusiones li= terarias lo que evidenci=C3=B3 un aumento del 20 % en la frecuencia de inte= racci=C3=B3n oral (Prieto-Andreu, 2024). En M=C3=A9xico varios proyectos pi= loto con aplicaciones m=C3=B3viles otorgaron puntos por res=C3=BAmenes de l= ectura hecho que mejor=C3=B3 la comprensi=C3=B3n cr=C3=ADtica de textos nar= rativos. En Chile escuelas p=C3=BAblicas emplearon sistemas de niveles para= el aprendizaje de g=C3=A9neros literarios y lograron una mayor colaboraci= =C3=B3n en grupos de trabajo (Briones et al., 2024).<s= pan style=3D"font-family:'Times New Roman'">Sin embargo de acuerdo con Huam= an=C3=AD & Vega (2023) la desigualdad en el acceso a dispositivos y la = falta de formaci=C3=B3n docente en metodolog=C3=ADas digitales representan = barreras importantes. A pesar de ello, las experiencias latinoamericanas co= nfirman el potencial de la gamificaci=C3=B3n para transformar la evaluaci= =C3=B3n tradicional en una herramienta inclusiva y motivadora.<p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:12pt">En el escenario ecuat= oriano, la investigaci=C3=B3n sobre gamificaci=C3=B3n en lengua y literatur= a a=C3=BAn es incipiente, aunque prometedora. Navas et al. (2024) se=C3=B1a= lan que las evaluaciones tradicionales se centran en pruebas escritas lo qu= e limita la medici=C3=B3n de competencias comunicativas y creativas (Navas = et al., 2024). Por su parte Flores (2023) explor=C3=B3 el uso de insignias = y misiones narrativas en la Unidad Educativa =E2=80=9CMar=C3=ADa Ang= =C3=A9lica Idrobo=E2= =80=9D con un reporte de un aumento del 18 % en la participaci=C3=B3n y un = 15 % en la calidad de los textos producidos. Quispilema (2023) estudio el i= mpacto de la gamificaci=C3=B3n y las TIC en zonas rurales, y encontr=C3=B3 = mejoras sustanciales en la motivaci=C3=B3n hacia la lectura cr=C3=ADtica.</= span>Bajo este = escenario, una problem=C3=A1tica recurrente en las aulas ecuatorianas es la= desconexi=C3=B3n entre las estrategias de evaluaci=C3=B3n y las necesidade= s e intereses de los estudiantes. Seg=C3=BAn reportes del Instituto Na= cional de Evaluaci=C3=B3n Educativa (INEVAL, 2022), las evaluaciones aplicadas en educaci=C3=B3n = b=C3=A1sica tienden a priorizar la medici=C3=B3n de resultados cuantitativo= s, dejando de lado aspectos cualitativos como la creatividad, el pensamient= o cr=C3=ADtico y la resoluci=C3=B3n de problemas. Esta situaci=C3=B3n se ag= rava en comunidades con menores recursos tecnol=C3=B3gicos y pedag=C3=B3gic= os, donde los docentes, pese a su esfuerzo, no cuentan con las herramientas= necesarias para implementar evaluaciones din=C3=A1micas que puedan motivar= a los estudiantes y reflejar de manera integral sus competencias.<s= pan style=3D"font-family:'Times New Roman'"> <sp= an style=3D"font-family:'Times New Roman'">Otro factor importante es la bre= cha en la formaci=C3=B3n docente respecto a metodolog=C3=ADas innovadoras. = Aunque el Ministerio de Educaci=C3=B3n del Ecuador promovi=C3=B3 programas de capacitaci= =C3=B3n, muchos educadores a=C3=BAn no est=C3=A1n familiarizados con enfoqu= es como la gamificaci=C3=B3n, lo que limita su capacidad de dise=C3=B1ar ac= tividades evaluativas que integren elementos de juego. Adem=C3=A1s, la falt= a de acceso a tecnolog=C3=ADa en las escuelas, especialmente en =C3=A1reas = rurales, representa un obst=C3=A1culo significativo para implementar herram= ientas digitales que faciliten estas estrategias. En la Escuela Fiscomisional Cristo Rey</span= > estas limitaciones tienen u= n impacto directo en el desarrollo de competencias importante. Las pr=C3=A1= cticas evaluativas actuales muchas veces no logran captar ni fomentar estas= caracter=C3=ADsticas, restringiendo el potencial de aprendizaje activo y c= olaborativo. En consecuencia, los estudiantes pueden percibir la evaluaci= =C3=B3n como una actividad estrictamente punitiva m=C3=A1s que como una opo= rtunidad para reflexionar sobre su aprendizaje y crecer acad=C3=A9mica y pe= rsonalmente.Para el desarrollo de las actividades, se consideraron diversas herrami= entas digitales. En esta l=C3=ADnea, Wordwall es la herramienta m=C3=A1s co= nveniente para ni=C3=B1os de cuarto grado de educaci=C3=B3n general b=C3=A1= sica, que es el grupo objetivo de este proyecto. Esto se debe principalment= e a que los docentes ya est=C3=A1n familiarizados con todos los recursos qu= e ofrece Wordwall y utilizan esta plataforma para dise=C3=B1ar y trabajar e= n las actividades con los ni=C3=B1os.Sobre esta base el objetivo asumido en este es= tudio es: elaborar actividades gamificadas en Wordwall para fomentar la par= ticipaci=C3=B3n estudiantil en el =C3=A1rea de lengua y literatura en estud= iantes de b=C3=A1sica elemental de la Escuela Fiscomisional Cristo Rey= . 2. = 0; Metodolog=C3=ADaEl dise=C3=B1o de esta investigaci=C3=B3n es no= experimental, transversal y cuantitativo, para analizar el impacto de las = actividades gamificadas en el desarrollo de competencias en el =C3=A1rea de= Lengua y Literatura en los estudiantes de la Escuela Fiscomisional Cr= isto Rey. Dado que se = trata de una investigaci=C3=B3n no experimental, no se alteran aleatoriamen= te las condiciones del estudio; en cambio, se analiza c=C3=B3mo influye la = aplicaci=C3=B3n de esta metodolog=C3=ADa en los estudiantes dentro de su co= ntexto habitual de aprendizaje (Borjas, 2021).Esta caracter=C3=ADstica resulta id= =C3=B3nea para la investigaci=C3=B3n pues al no intervenir en las din=C3=A1= micas del aula, se preservan las metodolog=C3=ADas de ense=C3=B1anza, las p= r=C3=A1cticas evaluativas y los niveles de motivaci=C3=B3n estudiantil tal = como ocurren espont=C3=A1neamente. Al recopilar datos en un =C3=BAnico per= =C3=ADodo temporal se obtiene informaci=C3=B3n del estado actual de los des= af=C3=ADos en motivaci=C3=B3n y evaluaci=C3=B3n formativa en el =C3=A1rea d= e Lengua y Literatura. Esto facilita identificar necesidades concretas para= proponer soluciones contextualizadas, como las actividades gamificadas, di= se=C3=B1adas a partir de las problem=C3=A1ticas en su escenario real y sin = alteraciones externas.Este trabajo se enmarca en un enfoque descriptivo, explicativ= o y exploratorio. En su dimensi=C3=B3n descriptiva, tiene como objetivo ide= ntificar c=C3=B3mo se utilizan las actividades gamificadas en el aula, desc= ribiendo las herramientas y metodolog=C3=ADas aplicadas en el proceso de en= se=C3=B1anza (Imbeau et al., 2021). Se tomaron en cuenta variables como el = nivel de participaci=C3=B3n estudiantil y las actividades gamificadas en la= plataforma Wordwall.Desde el punto de vista explicativo, la investigaci=C3=B3n bus= ca establecer si la gamificaci=C3=B3n influye de manera significativa en la= motivaci=C3=B3n de los estudiantes y en el desarrollo de habilidades relac= ionadas con lengua y literatura. Se analizar=C3=A1 si la incorporaci=C3=B3n= de estas actividades modifica la manera en que los estudiantes aprenden, s= e comunican y construyen saberes.En cuanto al enfoque exploratorio, se pretende ind= agar en un fen=C3=B3meno educativo que, aunque respaldado por fundamentos t= e=C3=B3ricos, a=C3=BAn requiere mayor investigaci=C3=B3n pr=C3=A1ctica en e= l contexto de la educaci=C3=B3n b=C3=A1sica en Ecuador. Se estudiar=C3=A1n = las vivencias de los estudiantes al participar en actividades gamificadas y= c=C3=B3mo perciben que este m=C3=A9todo contribuye a su aprendizaje.</span= >Con la platafo= rma Wordwall se pudo crear din=C3=A1micas interactivas y l=C3=BAdicas aline= adas con los principios de la gamificaci=C3=B3n para facilitar que los prof= esores implementen las actividades dise=C3=B1adas a partir de los hallazgos= diagn=C3=B3sticos sin requerir una curva de aprendizaje adicional. Con ell= o se garantiza su aplicabilidad contextualizada en el =C3=A1rea de lengua y= literatura.2.= 1. Variables de estudioEl estudio se enfoca en dos variables y seis = dimensiones directamente relacionadas con la investigaci=C3=B3n. Su distrib= uci=C3=B3n y operacionalizaci=C3=B3n se observa en la Tabla 1.Tabla 1<sp= an style=3D"font-family:'Times New Roman'; font-style:italic">Operacionaliz= aci=C3=B3n de variables<table style=3D"width:437pt; margin-botto= m:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:12.75pt">= <td style=3D"width:66.75pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= Variable</td><td s= tyle=3D"width:74.9pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">Dimensiones</td><td styl= e=3D"width:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">Codificaci=C3=B3n</td><td s= tyle=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">Preguntas</td></tr><tr= style=3D"height:38.25pt"><td rowspan=3D"10" style=3D"width:66.75pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:middle">Actividades gamificadas en la plataforma Wordwall</t= d><td style=3D"width:74.9pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">Facilidad de uso y adecuac= i=C3=B3n t=C3=A9cnica</td><td style=3D"width:51.7pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle">VI-FAT</td><td style=3D"width:215.65pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle">1. Considero que l= a plataforma Wordwall es una herramienta adecuada y f=C3=A1cil de usar para= dise=C3=B1ar actividades para mis clases</td></tr><tr style=3D"= height:51pt"><td rowspan=3D"6" style=3D"width:74.9pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical= -align:middle">Ade= cuaci=C3=B3n pedag=C3=B3gica</td><td rowspan=3D"6" style=3D"widt= h:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">VI-AP</td><td style=3D"width:215.65p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">2. Creo que la implementaci=C3=B3n de las actividades gamificadas propues= tas en este estudio se alinea con los objetivos pedag=C3=B3gicos del =C3=A1= rea de Lengua y Literatura</td></tr><tr style=3D"height:38.25pt"= ><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">3. Pienso que actividades gamificadas en equi= po podr=C3=ADan fomentar una mayor interacci=C3=B3n y colaboraci=C3=B3n ent= re los estudiantes</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">4. Estimo que el formato l=C3=BAdico de las actividade= s ayudar=C3=ADa a reducir la pasividad estudiantil observada durante las cl= ases tradicionales</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">5. Un juego competitivo me parece una alternativa m=C3= =A1s eficaz que el dictado tradicional para mejorar la ortograf=C3=ADa</spa= n></td></tr><tr style=3D"height:51pt"><td style=3D"width:215.65pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle">6. Co= nsidero que los estudiantes podr=C3=ADan asimilar de mejor manera contenido= s complejos, como las categor=C3=ADas gramaticales, a trav=C3=A9s de juegos= interactivos</td></tr><tr style=3D"height:38.25pt"><td style=3D= "width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:0pt 3.5pt; vertical-align:middle">10. La incorporaci=C3=B3n sistem=C3=A1tica de estas din=C3= =A1micas de juego contribuir=C3=ADa a transformar el ambiente del aula en u= no m=C3=A1s positivo y participativo</td></tr><tr style=3D"heigh= t:38.25pt"><td rowspan=3D"3" style=3D"width:74.9pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Eleme= ntos de gamificaci=C3=B3n y motivaci=C3=B3n</td><td rowspan=3D"3= " style=3D"width:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:'Times New Roman'">VI-EGM</td><td style= =3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">7. La retroalimentaci=C3=B3n inmediata que dan estas her= ramientas digitales es valiosa para reforzar el aprendizaje de los alumnos<= /span></td></tr><tr style=3D"height:38.25pt"><td style=3D"width:215.65p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">8. Creo que evaluar a los estudiantes con un formato de juego podr=C3=ADa= disminuir mucho la ansiedad que muestran ante las pruebas tradicionales</s= pan></td></tr><tr style=3D"height:25.5pt"><td style=3D"width:215.65pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">9= . Pienso que el uso de recompensas aumentar=C3=ADa el inter=C3=A9s y la mot= ivaci=C3=B3n de los estudiantes</td></tr><tr style=3D"height:38.= 25pt"><td rowspan=3D"8" style=3D"width:66.75pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">Participa= ci=C3=B3n estudiantil</td><td rowspan=3D"5" style=3D"width:74.9p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">Actitud hacia la participaci=C3=B3n</td><td= rowspan=3D"5" style=3D"width:51.7pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:normal; font-s= ize:10pt">VD-ACT</= td><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">1. =C2=BFTe parecer=C3=ADa interesante y atr= activo usar una plataforma digital con juegos como Wordwall para las clases= de Lengua y Literatura?</td></tr><tr style=3D"height:38.25pt"><= td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">2. =C2=BFCrees que ser=C3=ADa m=C3=A1s divertido= aprender con un juego como "Persecuci=C3=B3n en laberinto" en lugar de hac= er ejercicios en el cuaderno?</td></tr><tr style=3D"height:51pt"= ><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">4. =C2=BFPiensas que un juego como el "Desaf= =C3=ADo ortogr=C3=A1fico=E2=80=9D, donde compites por responder correctamen= te, =C2=BFte ayudar=C3=ADa a aprender a escribir mejor las palabras?= </td></tr><tr style=3D"height:51pt"><td style=3D"width:215.65pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:middle">7. =C2= =BFConf=C3=ADas en que podr=C3=ADas aprender mejor sobre sustantivos, verbo= s y adjetivos a trav=C3=A9s de juegos interactivos en lugar de solo con la = explicaci=C3=B3n en la pizarra?</td></tr><tr style=3D"height:38.= 25pt"><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Viendo estas propuestas, =C2=BFte gus= tar=C3=ADa mucho que tus profesores usaran m=C3=A1s actividades y juegos co= mo estos en las clases?</td></tr><tr style=3D"height:38.25pt"><t= d rowspan=3D"2" style=3D"width:74.9pt; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= Comportamiento de participaci=C3=B3n<= /span></td><td rowspan=3D"2" style=3D"width:51.7pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">V= D-COMP</td><td style=3D"width:215.65pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle">3. =C2=BFTe gustar=C3=ADa= trabajar en equipo con tus compa=C3=B1eros para resolver los retos de un j= uego interactivo como "Abre la caja"?</td></tr><tr style=3D"heig= ht:38.25pt"><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">6. =C2=BFCrees que recibir puntos o= bonificaciones por tus aciertos en los juegos te motivar=C3=ADa a seguir p= articipando y esforz=C3=A1ndote m=C3=A1s?</td></tr><tr style=3D"= height:38.25pt"><td style=3D"width:74.9pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">Estado emocion= al durante la Participaci=C3=B3n</td><td style=3D"width:51.7pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">VD-EMOC</td><td style=3D"width:215.65pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">5. =C2= =BFCrees que te sentir=C3=ADas m=C3=A1s tranquilo y con menos nervios al pa= rticipar en una evaluaci=C3=B3n con formato de juego que durante un dictado= o una lecci=C3=B3n oral?</td></tr></table> 2.2. M=C3=A9todos de investigaci= =C3=B3nP= ara la recopilaci=C3=B3n de datos se utilizaron t=C3=A9cnicas cuantitativas= con el fin de obtener una visi=C3=B3n completa del impacto de las activida= des gamificadas en el aula. En este sentido se aplic=C3=B3 una encuesta bas= ada en la escala de Likert para medir la percepci=C3=B3n de los estudiantes= sobre el uso de las actividades gamificadas en su proceso de aprendizaje. = La encuesta incluye preguntas sobre la interacci=C3=B3n con la plataforma W= ordwall, la facilidad para participar en las actividades y la motivaci=C3= =B3n hacia el aprendizaje de Lengua y Literatura.2.3. Poblaci=C3=B3n y muestraLa poblaci=C3=B3n de est= e estudio est=C3=A1 conformada por 160 estudiantes de b=C3=A1sica elemental= . Todos los estudiantes fueron tomados en cuenta en la muestra selectiva (M= ucha et al., 2021). La decisi=C3=B3n de trabajar con toda la poblaci=C3=B3n= disponible responde a la necesidad de obtener resultados representativos d= e la totalidad del grupo en el contexto en el que se desarrolla la investig= aci=C3=B3n (Mercado & Coronado, 2021). Del mismo modo se tom=C3=B3 como= poblaci=C3=B3n y muestra a los 4 docentes de Lengua y Literatura empleando= un muestreo no probabil=C3=ADstico. De este modo, se pueden identificar pa= trones y efectos de la gamificaci=C3=B3n sin la distorsi=C3=B3n que podr=C3= =ADa generar una selecci=C3=B3n parcial de los participantes. <p= class=3D"ListParagraph" style=3D"margin-left:46.4pt; text-indent:-18pt; li= ne-height:108%; font-size:12pt">2.4.</sp= an> = Fas= es de la investigaci=C3=B3nSobre la base de lo expuesto se establecen dos fases pri= ncipales en la investigaci=C3=B3n. Estas son:= a) Fase diagn=C3=B3stica y recolecci=C3=B3n de datos:En concordancia con el = dise=C3=B1o no experimental de corte transversal, la recolecci=C3=B3n de da= tos se realiz=C3=B3 en un =C3=BAnico momento para obtener una instant=C3=A1= nea de la realidad del aula sin alterarla.b)<= /span> Fase de an=C3=A1lisis y dise=C3=B1o de la propuesta:Aqu=C3=AD se aplic=C3=B3 el= m=C3=A9todo anal=C3=ADtico-sint=C3=A9tico para procesar la informaci=C3=B3= n recopilada y fundamentar la propuesta (Portilla & Honorio, 2022).</sp= an> </span= >3. = ; Resultados La fiabilidad del instrumento se asegur=C3=B3 con la utiliz= aci=C3=B3n del coeficiente Alfa de Cronbach, que alcanz=C3=B3 un valor de 0= .953 y 0.808 en los cuestionarios aplicados a los estudiantes y docentes re= spectivamente. Estas cifras se consideran excelentes y supera el umbral de = aceptabilidad. Este resultado indica un nivel de consistencia interna muy e= levado y significa que los =C3=ADtems del cuestionario est=C3=A1n correlaci= onados entre s=C3=AD y miden de manera coherente el mismo constructo subyac= ente: la percepci=C3=B3n y disposici=C3=B3n del alumnado hacia la metodolog= =C3=ADa gamificada. Por lo tanto, se garantiza la solidez y confianza de lo= s datos recogidos al respaldar la validez de los an=C3=A1lisis e interpreta= ciones que se incluyeron a continuaci=C3=B3n.3.1. Resultados de la encuesta aplicada a los est= udiantes= En la Tabla 2 se exponen l= os resultados del cuestionario aplicado, para posteriormente analizarlos e = interpretarlos por dimensiones.Tabla 2Resultados de la e= ncuesta aplicada a los estudiantes<table style=3D"width:436.6pt;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"hei= ght:15pt"><td rowspan=3D"2" style=3D"width:156.05pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">Preg= unta de la investigaci=C3=B3n</td><td colspan=3D"2" style=3D"wid= th:106pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:bottom">Negativos a la pregunta</td><td rows= pan=3D"2" style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">Indistinto</t= d><td colspan=3D"2" style=3D"width:104.35pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bo= ttom">Positivos a = la pregunta</td></tr><tr style=3D"height:30pt"><td style=3D"widt= h:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:bottom">Muy en desacuerdo</td><td style=3D"w= idth:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:bottom">En desacuerdo</td><td style=3D"wi= dth:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:bottom">De acuerdo</td><td style=3D"width:= 48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:bottom">Muy de acuerdo</td></tr><tr style=3D"= height:30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000; = border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:botto= m"><span= style=3D"font-family:'Times New Roman'">1. =C2=BFTe parecer=C3=ADa interes= ante y atractivo usar una plataforma digital con juegos como Wordwall para = las clases de Lengua y Literatura?</td><td style=3D"width:49.5pt= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle">2,50%</td><td style=3D"width:49.5pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle">5,00%</td><td style=3D"width:42.2pt; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle">5,63%</td><td style=3D"width:48.5pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">85,63%<= /span></td><td style=3D"width:48.85pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">1,25%</= p></td></tr><tr style=3D"height:45pt"><td style=3D"width:156.05pt; border-t= op:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:bottom">2. =C2=BF= Crees que ser=C3=ADa m=C3=A1s divertido aprender con un juego como "Persecu= ci=C3=B3n en laberinto" en lugar de hacer ejercicios en el cuaderno?= </td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">3,13%</td>= <td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:'Times New Roman'">7,50%</td><td style= =3D"width:42.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">10,63%</td><td style=3D"widt= h:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">76,88%</td><td style=3D"width:48.85p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">1,88%</td></tr><tr style=3D"height:30pt"><t= d style=3D"width:156.05pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom">3. =C2=BFTe gustar=C3=ADa trabajar en equipo con = tus compa=C3=B1eros para resolver los retos de un juego interactivo como "A= bre la caja"?</td><td style=3D"width:49.5pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">1= ,88%</td><td style=3D"width:49.5pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">4,38%</spa= n></td><td style=3D"width:42.2pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:normal; font-s= ize:10pt">15,63%</= td><td style=3D"width:48.5pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">76,88%</td><td = style=3D"width:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">1,25%</td></tr><tr sty= le=3D"height:30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :bottom">4. =C2=BFPiensas que un jueg= o como el "Desaf=C3=ADo ortogr=C3=A1fico=E2=80=9D, donde compites por respo= nder correctamente, =C2=BFte ayudar=C3=ADa a aprender a escribir mejor las = palabras?</td><td style=3D"width:49.5pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">1,88%= </td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">4,38%</= p></td><td style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">16,25%</td><= td style=3D"width:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan style=3D"font-family:'Times New Roman'">77,50%</td><td style= =3D"width:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">0,00%</td></tr><tr style=3D= "height:45pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bott= om"><spa= n style=3D"font-family:'Times New Roman'">5. =C2=BFCrees que te sentir=C3= =ADas m=C3=A1s tranquilo y con menos nervios al participar en una evaluaci= =C3=B3n con formato de juego que durante un dictado o una lecci=C3=B3n oral= ?</td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">2,50%<= /p></td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">5,00%</td><= td style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan style=3D"font-family:'Times New Roman'">10,00%</td><td style= =3D"width:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">81,25%</td><td style=3D"widt= h:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">1,25%</td></tr><tr style=3D"height:= 30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom">6. =C2=BFCrees que recibir puntos o boni= ficaciones por tus aciertos en los juegos te motivar=C3=ADa a seguir partic= ipando y esforz=C3=A1ndote m=C3=A1s?</td><td style=3D"width:49.5= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">1,88%</td><td style=3D"width:49.5pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">4,38%</td><td style=3D"width:42.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle">12,50%</td><td style=3D"width:48.5pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">80,0= 0%</td><td style=3D"width:48.85pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">1,25%</span= ></td></tr><tr style=3D"height:30pt"><td style=3D"width:156.05pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:bottom">7. =C2= =BFConf=C3=ADas en que podr=C3=ADas aprender mejor sobre sustantivos, verbo= s y adjetivos a trav=C3=A9s de juegos interactivos en lugar de solo con la = explicaci=C3=B3n en la pizarra?</td><td style=3D"width:49.5pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">3,75%</td><td style=3D"width:49.5pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">8,13%</td><td style=3D"width:42.2pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">1= 4,38%</td><td style=3D"width:48.5pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">65,63%</s= pan></td><td style=3D"width:48.85pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">8,13%= </td></tr><tr style=3D"height:30pt"><td style=3D"width:156.05pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:bottom">8. Viendo e= stas propuestas, =C2=BFte gustar=C3=ADa mucho que tus profesores usaran m= =C3=A1s actividades y juegos como estos en las clases?</td><td s= tyle=3D"width:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">1,25%</td><td style=3D"w= idth:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle">3,13%</td><td style=3D"width:42.2= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">3,75%</td><td style=3D"width:48.5pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">90,63%</td><td style=3D"width:48.85pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">1,25%</td></tr></table>Nota: Tomadas de l= a base de datos de SPSS3.2. Resultados de la encuesta a= plicada a los docentesLa Tabla 3 p= or su parte contiene los resultados obtenidos con la aplicaci=C3=B3n del cu= estionario dirigido a los docentes. En esta l=C3=ADnea, la tabla se estruct= ura en torno a las diez preguntas aplicadas, junto con las frecuencias rela= tivas de sus respuestas.Tabla 3Resultados de la encuesta= aplicada a los docentes<table style=3D"width:434.55pt; margin-b= ottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:15pt"= ><td rowspan=3D"2" style=3D"width:177.05pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">=C3=8Dtems</s= pan></td><td colspan=3D"2" style=3D"width:97pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Negat= ivos a la pregunta</td><td rowspan=3D"2" style=3D"width:40.25pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle">Indistinto</td><td colspan=3D"2" style=3D"wid= th:92.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:middle">Positivos a la pregunta</td></tr><= tr style=3D"height:25.5pt"><td style=3D"width:45pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Muy e= n desacuerdo</td><td style=3D"width:45pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">En d= esacuerdo</td><td style=3D"width:35.55pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">De a= cuerdo</td><td style=3D"width:49.7pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:middle">Muy de a= cuerdo</td></tr><tr style=3D"height:38.25pt"><td style=3D"width:= 177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">1. Considero que la plataforma Wordwall es una herramienta adecuad= a y f=C3=A1cil de usar para dise=C3=B1ar actividades para mis clases= </td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td = style=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"widt= h:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">0%</td></tr><tr style=3D"height:51pt"><td style=3D"width:1= 77.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle">2. Creo que la implementaci=C3=B3n de las actividades gamificadas p= ropuestas en este estudio se alinea con los objetivos pedag=C3=B3gicos del = =C3=A1rea de Lengua y Literatura</td><td style=3D"width:45pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">0%</spa= n></td><td style=3D"width:35.55pt; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= 0%</td>= <td style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:'Times New Roman'">0%</td></tr><tr sty= le=3D"height:38.25pt"><td style=3D"width:177.05pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle">3. Pienso que actividades= gamificadas en equipo podr=C3=ADan fomentar una mayor interacci=C3=B3n y c= olaboraci=C3=B3n entre los estudiantes</td><td style=3D"width:45= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">0= %</td><td style=3D"width:35.55pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mi= ddle">0%</p= ></td><td style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td></tr><= tr style=3D"height:38.25pt"><td style=3D"width:177.05pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">4. Estimo que el fo= rmato l=C3=BAdico de las actividades ayudar=C3=ADa a reducir la pasividad e= studiantil observada durante las clases tradicionales</td><td st= yle=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td style=3D"width:= 45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"width:40.25pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">0%= </td></tr><tr style=3D"height:38.25pt"><td style=3D"width:177.05pt; bor= der-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0= pt 3.5pt; vertical-align:middle">5. U= n juego competitivo me parece una alternativa m=C3=A1s eficaz que el dictad= o tradicional para mejorar la ortograf=C3=ADa</td><td style=3D"w= idth:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td style=3D"width:45pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">25%</td><td style=3D"width:35.55pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">0%</= span></td><td style=3D"width:49.7pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">0%</t= d></tr><tr style=3D"height:51pt"><td style=3D"width:177.05pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">6. Considero q= ue los estudiantes podr=C3=ADan asimilar de mejor manera contenidos complej= os, como las categor=C3=ADas gramaticales, a trav=C3=A9s de juegos interact= ivos</td><td style=3D"width:45pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mi= ddle">0%</p= ></td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">100%</td><td st= yle=3D"width:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"widt= h:35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td st= yle=3D"width:177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle">7. La retroalimentaci=C3=B3n inmediata que dan estas = herramientas digitales es valiosa para reforzar el aprendizaje de los alumn= os</td><td style=3D"width:45pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">50%= </td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">50%</td><td sty= le=3D"width:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width= :35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Creo que evaluar a los estudiantes con un formato d= e juego podr=C3=ADa disminuir mucho la ansiedad que muestran ante las prueb= as tradicionales</td><td style=3D"width:45pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">= 75%</td><td style=3D"width:45pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">25%</p= ></td><td style=3D"width:40.25pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td s= tyle=3D"width:35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:'Times New Roman'">0%</td><td style=3D"wid= th:49.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:25.= 5pt"><td style=3D"width:177.05pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">9. Pienso que el uso de recompensas aume= ntar=C3=ADa el inter=C3=A9s y la motivaci=C3=B3n de los estudiantes<= /p></td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td s= tyle=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"width= :40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td style=3D"width= :177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">10. La incorporaci=C3=B3n sistem=C3=A1tica de estas din=C3=A1mica= s de juego contribuir=C3=ADa a transformar el ambiente del aula en uno m=C3= =A1s positivo y participativo</td><td style=3D"width:45pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">= 50%</td><td style=3D"width:40.25pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">0%<= /p></td><td style=3D"width:35.55pt; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td= style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">0%</td></tr></table><p= style=3D"line-height:108%; font-size:10pt">Nota: Tomadas de la base de datos de SPSS3.3. An=C3=A1lisis e interpretaci=C3= =B3n de los resultadosLos resultados de la encuesta ponen de manifiesto una aceptac= i=C3=B3n excepcionalmente alta hacia la metodolog=C3=ADa gamificada propues= ta. Se observa un notable inter=C3=A9s por la incorporaci=C3=B3n de herrami= entas digitales, ya que un 87.15% de los estudiantes considera atractivo el= uso de una plataforma como Wordwall. Adicionalmente el 78.80% cree que aprender me= diante formatos l=C3=BAdicos como persecuci=C3=B3n en laberinto ser=C3=ADa = m=C3=A1s divertido que los ejercicios tradicionales. Estos datos indican qu= e la propuesta se alinea con las preferencias de los estudiantes, validando= el formato l=C3=BAdico como una alternativa atractiva y potencialmente efi= caz para abordar la falta de motivaci=C3=B3n detectada en el diagn=C3=B3sti= co.Esta = percepci=C3=B3n estudiantil es correspondida y reforzada por el cuerpo doce= nte porque los resultados del cuestionario a profesores muestran un respald= o un=C3=A1nime debido a que todos dicen que Wordwall es una herramienta ade= cuada y que las actividades propuestas se alinean con los objetivos pedag= =C3=B3gicos del =C3=A1rea. Este consenso es muy importante dado que confirm= a que la una propuesta que utilice Wordwall ser=C3=A1 atractiva para los al= umnos y ser=C3=A1 vista por los educadores como viable y pertinente desde e= l punto de vista pr=C3=A1ctico y curricular al eliminar barreras para su im= plementaci=C3=B3n.En lo referente a las din=C3=A1micas de interacci=C3=B3n, se cons= tata una clara disposici=C3=B3n hacia el trabajo colaborativo. Un 78.25% de= los alumnos manifiesta que le gustar=C3=ADa participar en equipo para reso= lver retos en un juego interactivo. Este hallazgo es un indicador positivo = clave, pues sugiere que la implementaci=C3=B3n de estas actividades podr=C3= =ADa fomentar eficazmente la interacci=C3=B3n entre pares y el aprendizaje = social, en contraste con las pr=C3=A1cticas predominantemente individuales = observadas en el aula. Es importante notar que un 15.80% se mostr=C3=B3 "in= distinto", lo que sugiere que, para asegurar una participaci=C3=B3n equitat= iva, el dise=C3=B1o de las actividades grupales deber=C3=A1 contemplar role= s claros y din=C3=A1micas que involucren a todos los perfiles de estudiante= s.Desde = el punto de vista del docente existe una total coincidencia con la necesida= d de fomentar la colaboraci=C3=B3n. Los profesores apoyan de manera contund= ente la idea de que las actividades gamificadas son un veh=C3=ADculo id=C3= =B3neo para incrementar la interacci=C3=B3n y reducir la pasividad estudian= til. Esta visi=C3=B3n compartida entre docentes y alumnos fortalece el diag= n=C3=B3stico inicial.Los estudiantes demuestran confianza en el potencial pedag=C3= =B3gico de la gamificaci=C3=B3n para la asimilaci=C3=B3n de contenidos espe= c=C3=ADficos de lengua y literatura. Una mayor=C3=ADa significativa del 77.= 60% piensa que un formato competitivo como el desaf=C3=ADo ortogr=C3=A1fico= ser=C3=ADa una herramienta =C3=BAtil para mejorar sus habilidades de escri= tura. As= imismo un 73043% conf=C3=ADa en que los juegos interactivos son un medio m= =C3=A1s efectivo para aprender sobre categor=C3=ADas gramaticales que la ex= plicaci=C3=B3n tradicional. Si bien es un resultado mayoritariamente positi= vo, este es el porcentaje de aprobaci=C3=B3n m=C3=A1s bajo y presenta el ma= yor =C3=ADndice de desacuerdo (11.90%), lo que subraya la importancia cr=C3= =ADtica del rol docente para conectar expl=C3=ADcitamente la mec=C3=A1nica = del juego con los objetivos de aprendizaje y asegurar la transferencia de c= onocimiento.Los docentes del mismo modo ven un alto potencial pedag=C3=B3gico en la= gamificaci=C3=B3n pues reconocen de forma mayoritaria su eficacia para abo= rdar contenidos complejos y valoran mucho la oportunidad de dar retroalimen= taci=C3=B3n inmediata, un pilar del aprendizaje efectivo. Aunque existe un = apoyo generalizado a estas alternativas, la ligera vacilaci=C3=B3n de un do= cente frente al dictado tradicional pone de relieve que ven la gamificaci= =C3=B3n como un complemento poderoso m=C3=A1s que como un reemplazo absolut= o. Esto indica la misma conclusi=C3=B3n que el an=C3=A1lisis estudiantil qu= e indica que la importancia de una mediaci=C3=B3n docente intencionada para= maximizar la efectividad.El potencial de la propuesta para mejorar el clima emocio= nal y la motivaci=C3=B3n del alumnado es uno de los resultados m=C3=A1s con= tundentes. La gran mayor=C3=ADa de los estudiantes (81.25%) cree que los si= stemas de recompensa, como puntos y bonificaciones, los motivar=C3=ADan a e= sforzarse m=C3=A1s. Fundamentalmente un 82.65% anticipa que se sentir=C3=AD= a m=C3=A1s tranquilo y con menos ansiedad en una evaluaci=C3=B3n con format= o de juego que en una prueba tradicional.Este dato valida la propuesta como una s= oluci=C3=B3n viable para mitigar la ansiedad evaluativa. Finalmente la prop= uesta recibe un respaldo abrumador, ya que un 91.65% de los estudiantes exp= resa un fuerte deseo de que se implementen estas actividades, lo que confir= ma de manera inequ=C3=ADvoca la pertinencia y el alto potencial de la estra= tegia para transformar la experiencia de aprendizaje en el aula.= El cuerpo docente r= espalda de manera abrumadora el potencial de una propuesta para influir de = forma positiva en el clima del aula. Los resultados muestran que los profes= ores est=C3=A1n de acuerdo en que la gamificaci=C3=B3n puede reducir la ans= iedad evaluativa, aumentar la motivaci=C3=B3n a trav=C3=A9s de recompensas = y en definitiva crear un entorno de aprendizaje m=C3=A1s participativo y po= sitivo.3.4. </sp= an>Propues= ta T=C3= =ADtulo: Gamificaci=C3= =B3n como estrategia did=C3=A1ctica en Wordwall para fomentar la participac= i=C3=B3n estudiantil en el =C3=A1rea de Lengua y Literatura.Objet= ivo: Dise=C3=B1ar acti= vidades gamificadas en el =C3=A1rea de Lengua y Literatura con Wordwall par= a potenciar el inter=C3=A9s, la participaci=C3=B3n activa y el desarrollo d= e competencias ling=C3=BC=C3=ADsticas en los estudiantesA partir de las necesidades= identificadas, se procedi=C3=B3 a la fase proyectiva. Se dise=C3=B1=C3=B3 = un conjunto de actividades gamificadas espec=C3=ADficas para los contenidos= de Lengua y Literatura del cuarto grado. Se eligi=C3=B3 la plataforma Word= wall como veh=C3=ADculo para materializar esta propuesta.La propuesta se articula e= n un conjunto de actividades dise=C3=B1adas en Wordwall listas para ser imp= lementadas y alineadas con los desaf=C3=ADos identificados. Por ello la </s= pan>Tabla 4= agrupa las actividade= s, sus objetivos pedag=C3=B3gicos, la descripci=C3=B3n y din=C3=A1mica de s= u aplicaci=C3=B3n, y los v=C3=ADnculos con los resultados obtenidos en el p= roceso de diagn=C3=B3stico.Tabla 4Propuesta de activida= des gamificadas en Wordwall<table style=3D"width:446.7pt; margin= -bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:= 70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 5.4pt; vertical-align:top">Actividades</td><td style=3D"width:74.95pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 5.4pt; vertical-align:top"><a id=3D"_Hlk203991011">Objetivo pedag=C3=B3gico</a></= p></td><td style=3D"width:98.5pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Descripci=C3=B3n y din=C3=A1= mica de la aplicaci=C3=B3n</td><td style=3D"width:159.45pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 5.4pt; vertical-align:top">V=C3=ADnculo con los resultados del diagn=C3=B3stico</t= d></tr><tr><td style=3D"width:70.6pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: Lectura comprensiva</td>= <td style=3D"width:74.95pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Fomentar la comprensi=C3=B3n lectora y la participaci= =C3=B3n voluntaria.</td><td style=3D"width:98.5pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; = vertical-align:top">Se da una lectura c= orta en el aula. Luego en el proyector se utiliza la actividad. Cada caja c= ontiene una pregunta sobre el texto (literal, inferencial o cr=C3=ADtica). = Los estudiantes, en equipos, eligen una caja y discuten la respuesta antes = de compartirla. El docente act=C3=BAa como facilitador al promover el di=C3= =A1logo</td><td style=3D"width:159.45pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-a= lign:top"><ul style=3D"margin:0pt; padding-left:0pt"><li class=3D"ListParag= raph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; fon= t-family:serif; font-size:10pt">Contrarresta la pasividad porque sustituye la lectura en voz alta por tu= rnos por una din=C3=A1mica interactiva y colaborativa</li><li class= =3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-hei= ght:150%; font-family:serif; font-size:10pt">Fomenta la interacci=C3=B3n entre estudiantes que a diferen= cia de las tareas individuales observadas, esta actividad requiere trabajo = en equipo y di=C3=A1logo. </li><li class=3D"ListParagraph" style=3D"= margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-family:serif;= font-size:10pt">Reduce el mi= edo a equivocarse: El formato de juego y el apoyo del equipo disminuyen la = ansiedad que las docentes mencionaron</li></ul></td></tr><tr><td sty= le=3D"width:70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: Ordenar palabras y formar los ve= rbos.Ver= bos, sustantivos y adjetivos</td><td style=3D"width:74.95pt; bor= der-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0= pt 5.4pt; vertical-align:top">Reforzar = el conocimiento de categor=C3=ADas gramaticales como sustantivos, verbos, a= djetivos, de forma l=C3=BAdica y din=C3=A1mica</td><td style=3D"= width:98.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #= 000000; padding:0pt 5.4pt; vertical-align:top">Los estudiantes, de forma individual o por parejas en la computador= a del aula, deben guiar a un personaje a trav=C3=A9s de un laberinto. Para = avanzar y evitar a los enemigos, deben responder bien a preguntas de opci= =C3=B3n m=C3=BAltiple, como: =C2=BFCu=C3=A1l de estas palabras es un verbo?= La actividad se enfoca en la velocidad y la precisi=C3=B3n.</td= ><td style=3D"width:159.45pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><ul style=3D= "margin:0pt; padding-left:0pt"><li class=3D"ListParagraph" style=3D"margin-= left:9.35pt; margin-bottom:0pt; line-height:150%; font-family:serif; font-s= ize:10pt">Dinamiza el aprendi= zaje al transforma los ejercicios gramaticales repetitivos que, seg=C3=BAn = las docentes, generan desinter=C3=A9s</li><li class=3D"ListParagraph= " style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-fa= mily:serif; font-size:10pt">U= tiliza los recursos tecnol=C3=B3gicos disponibles a trav=C3=A9s del empleo = del proyector y la computadora, que estaban subutilizados seg=C3=BAn la obs= ervaci=C3=B3n</li><li class=3D"ListParagraph" style=3D"margin-left:9= .35pt; margin-bottom:0pt; line-height:150%; font-family:serif; font-size:10= pt">Genera motivaci=C3=B3n in= tr=C3=ADnseca con la competencia sana y la narrativa del juego que aumentan= el compromiso, en contraste con la apat=C3=ADa observada</li></ul><= /td></tr><tr><td style=3D"width:70.6pt; border-top:0.75pt solid #000000; bo= rder-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:10pt">Nombre: Anagrama.</sp= an>Reglas ortog= r=C3=A1ficas</td><td style=3D"width:74.95pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertic= al-align:top">Mejorar la ortograf=C3=AD= a y el vocabulario a trav=C3=A9s de la resoluci=C3=B3n de problemas, en lug= ar de la correcci=C3=B3n de errores</td><td style=3D"width:98.5p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top">En = lugar de un dictado tradicional, se proyectan anagramas de palabras relacio= nadas con el tema de la clase. Los estudiantes deben ordenarlas de forma co= rrecta. Se puede realizar una competencia entre filas o equipos y otorgar p= untos por cada palabra descifrada de manera correcta en el menor tiempo pos= ible</td><td style=3D"width:159.45pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-alig= n:top"><ul style=3D"margin:0pt; padding-left:0pt"><li class=3D"ListParagrap= h" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-f= amily:serif; font-size:10pt">= Reformula la evaluaci=C3=B3n al pasar de un enfoque en el error (marcar con= rojo en el dictado) a uno en el acierto y el pensamiento cr=C3=ADtico</spa= n></li><li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bott= om:0pt; line-height:150%; font-family:serif; font-size:10pt">Introduce elementos l=C3=BAdicos porque inc= orpora puntos y competencia, elementos que no se observaban pero que las do= centes intu=C3=ADan como positivos</li><li class=3D"ListParagraph" s= tyle=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-famil= y:serif; font-size:10pt">Resp= onde a la necesidad docente al ofrecer una alternativa al dictado que las d= ocentes encuentran m=C3=A1s f=C3=A1cil y r=C3=A1pido de calificar, aunque d= e una manera m=C3=A1s motivadora</li></ul></td></tr><tr><td style=3D= "width:70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: CuestionarioMisi=C3=B3n de retroalimentaci=C3=B3n</td><td style=3D"width:74= .95pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:0pt 5.4pt; vertical-align:top">Realizar una evaluaci=C3=B3n formativa que de retroalimentaci=C3=B3n inmed= iata y positiva sobre el esfuerzo y el progreso</td><td style=3D= "width:98.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top">Al final de una unidad se aplica un cuestionario tipo concurso, qu= e incluye preguntas variadas e integra bonificaciones. Lo m=C3=A1s importan= te es que el docente al revisar los resultados grupales celebra los acierto= s y destaca el progreso del grupo</td><td style=3D"width:159.45p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top"><ul style=3D"margin:0pt; padding-left:0= pt"><li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:= 0pt; line-height:150%; font-family:serif; font-size:10pt">Transforma el clima emocional pues busca gener= ar un ambiente de entusiasmo en lugar del clima ap=C3=A1tico, con momentos = de tensi=C3=B3n observado durante las evaluaciones.</li><li class=3D= "ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height= :150%; font-family:serif; font-size:10pt">Proporciona retroalimentaci=C3=B3n formativa porque aborda la = falta de comentarios de retroalimentaci=C3=B3n positiva sobre el esfuerzo, = la creatividad o el progreso detectada en la observaci=C3=B3n </li><= li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; = line-height:150%; font-family:serif; font-size:10pt">Satisface una demanda docente dado que proporciona = un m=C3=A9todo para valorar m=C3=A1s la creatividad o el esfuerzo al supera= r la tensi=C3=B3n que sent=C3=ADan entre la evaluaci=C3=B3n cuantitativa y = cualitativa</li></ul></td></tr></table>Nota. se observan los no= mbres de las actividades, el objetivo pedag=C3=B3gico, la descripci=C3=B3n = y din=C3=A1mica de la aplicaci=C3=B3n y el v=C3=ADnculo de la propuesta con= los resultados del diagn=C3=B3stico realizado.Las actividades desarrolladas en Wordwall se pueden observ= ar en los siguientes enlaces:<ul style=3D"margin:0pt; padding-le= ft:0pt"><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; margin-bo= ttom:0pt; text-align:justify; line-height:150%; padding-left:3.67pt; font-f= amily:serif; font-size:12pt">= Lectura comprensiva: <a href=3D"https://wordwall.net/es/resource/977= 47676" style=3D"text-decoration:none">https://wordwall.net/es/resource/97747676</spa= n></a></li><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; margin= -bottom:0pt; text-align:justify; line-height:150%; padding-left:3.67pt; fon= t-family:serif; font-size:12pt">Reglas ortogr=C3=A1ficas: <a href=3D"https://wordwall.net/es/reso= urce/68763805" style=3D"text-decoration:none">https://wordwall.net/es/resource/68763= 805</a></li><li class=3D"ListParagraph" style=3D"margin-left:32.33pt= ; margin-bottom:0pt; text-align:justify; line-height:150%; padding-left:3.6= 7pt; font-family:serif; font-size:12pt">Ordenar palabras y formar los verbos: <a href=3D"https://= wordwall.net/es/resource/97747891" style=3D"text-decoration:none">https://wordwall.n= et/es/resource/97747891</a></li><li class=3D"ListParagraph" style=3D= "margin-left:32.33pt; margin-bottom:0pt; text-align:justify; line-height:15= 0%; padding-left:3.67pt; font-family:serif; font-size:12pt">Verbos, sustantivos y adjetivos: <a h= ref=3D"https://wordwall.net/es/resource/97748089" style=3D"text-decoration:= none">htt= ps://wordwall.net/es/resource/97748089</a></li></ul>Esta propuesta se fundamenta en los= hallazgos de la investigaci=C3=B3n, y utiliza una herramienta ya conocida = por las docentes lo que elimina una barrera tecnol=C3=B3gica y se facilita = su adopci=C3=B3n. La implementaci=C3=B3n sistem=C3=A1tica de estas activida= des est=C3=A1 dise=C3=B1ada para transformar la din=C3=A1mica del aula, ali= near las pr=C3=A1cticas evaluativas con un enfoque m=C3=A1s motivador y cum= plir con el objetivo de mejorar la experiencia de aprendizaje en el =C3=A1r= ea de lengua y literatura.<spa= n style=3D"font-family:'Times New Roman'; font-style:italic">3.5.</sp= an> Validaci=C3=B3n de la propuesta La validaci=C3=B3n definitiva de la pro= puesta se obtuvo mediante un riguroso proceso de consulta a cinco expertos = del =C3=A1mbito educativo, cuyos perfiles combinaban una s=C3=B3lida experi= encia en pedagog=C3=ADa de la lengua y literatura con una especializaci=C3= =B3n en tecnolog=C3=ADas aplicadas a la educaci=C3=B3n. Los resultados se e= xponen en la Tabla 5.Tabla 5Resultados de la validaci=C3=B3n= de la propuesta<table style=3D"width:426.95pt; margin-bottom:0p= t; padding:0pt; border-collapse:collapse"><tr style=3D"height:1pt"><td styl= e=3D"width:262.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">Indicadores</td><td style=3D= "width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:0pt 3.5pt; vertical-align:middle">1</td><td style=3D"width:24.2pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle">2</td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle">3</td><td style=3D"width:24.2pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">4<= /td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">5</td></tr><tr st= yle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle"><s= pan style=3D"font-family:'Times New Roman'">1. Relevancia: La propuesta res= ponde directamente a las necesidades diagnosticadas en el aula de cuarto gr= ado</td><td style=3D"width:25.85pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">=EF=83= =BC </td><td style=3D"wid= th:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:Wingdings">=EF=83=BC &#= xa0; </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">= =EF=83=BC <sp= an style=3D"font-family:Wingdings"> </td><td style=3D"width= :24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = 0; &= #xa0;</td></tr><tr style=3D"height:1pt"><td style=3D"width:262.3= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">2. Actualidad: La propuesta integra estrategias pedag=C3=B3gicas actuales = como la gamificaci=C3=B3n, utilizando una herramienta digital para alinear = la pr=C3=A1ctica docente con las tendencias educativas que promueven un apr= endizaje din=C3=A1mico y tecnol=C3=B3gico</td><td style=3D"width= :25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC &#x= a0; = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:Wingdings">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td></tr><tr s= tyle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle"><= span style=3D"font-family:'Times New Roman'">3. Importancia: La propuesta e= videncia la importancia de las TAC para transformar la din=C3=A1mica en el = =C3=A1rea de Lengua y Literatura, pasando de un modelo enfocado en la corre= cci=C3=B3n de errores a uno que fomenta la participaci=C3=B3n, la colaborac= i=C3=B3n y la motivaci=C3=B3n intr=C3=ADnseca.</td><td style=3D"= width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:Wingdings">=EF=83=BC = 0; </td><td style=3D"width:24.2pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical= -align:middle">=EF=83=BC <s= pan style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:Wingdings">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td></tr><tr s= tyle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle"><= span style=3D"font-family:'Times New Roman'">4. Recursos: Las actividades g= amificadas dise=C3=B1adas en Wordwall son pertinentes y conceptualmente ade= cuadas para el nivel de desarrollo y los intereses de los estudiantes de cu= arto grado.</td><td style=3D"width:25.85pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle">=EF=83=BC <= span style=3D"font-family:'Segoe UI Symbol'"> </td><td styl= e=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td><td s= tyle=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan>=EF=83=BC </span= > </td><td style=3D"w= idth:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:Wingdings">=EF=83=BC = </td></tr><tr style=3D"height:1pt"><td style=3D"width:2= 62.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle">5. Funcionalidad: La propuesta es funcional para el personal docente, = ya que se basa en una herramienta tecnol=C3=B3gica previamente conocida, lo= que facilita su adopci=C3=B3n, adaptaci=C3=B3n y aplicaci=C3=B3n inmediata= en el aula sin requerir una curva de aprendizaje elevada</td><t= d style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<spa= n style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block"= > </td><td style=3D"width:24.2pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">=EF=83=BC = ; </t= d><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC= </td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle"><= span style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </= span> </td></= tr><tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">6. Viabilidad: La impl= ementaci=C3=B3n de la propuesta es viable porque aprovecha los recursos tec= nol=C3=B3gicos existentes en la instituci=C3=B3n, los cuales fueron identif= icados como subutilizados en la fase de diagn=C3=B3stico</td><td= style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<span= style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block">= </td><td style=3D"width:24.2pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle">=EF=83=BC = </td= ><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<s= pan style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-bloc= k"> </td><td style=3D"width:24.2pt; border-t= op:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:middle">=EF=83=BC<sp= an style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block= "> </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td></tr>= <tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">7. Pertinencia: Las activ= idades y sus objetivos pedag=C3=B3gicos se alinean de manera expl=C3=ADcita= con los contenidos y competencias del curr=C3=ADculo de Lengua y Literatur= a para el cuarto grado</td><td style=3D"width:25.85pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle">=EF=83=BC = 0; </= td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC = </= p></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC &= #xa0; </td><t= d style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<span= style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block">= </td></tr><tr style=3D"height:1pt"><td styl= e=3D"width:262.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Impacto en el Clima del Aula: La propuesta est=C3=A1 di= se=C3=B1ada para generar un impacto positivo en el ambiente de aprendizaje,= al transformar la evaluaci=C3=B3n en una experiencia l=C3=BAdica y colabor= ativa que busca reducir la ansiedad y fomentar una retroalimentaci=C3=B3n c= onstructiva</td><td style=3D"width:25.85pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle">=EF=83=BC <= span style=3D"font-family:'Segoe UI Symbol'"> </td><td styl= e=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td><td s= tyle=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan>=EF=83=BC </span= > </td><td style=3D"w= idth:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:Wingdings">=EF=83=BC = </td></tr><tr style=3D"height:1pt"><td style=3D"width:2= 62.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle">9. Organizaci=C3=B3n: Cada actividad de la propuesta contiene una estr= uctura clara y bien definida, lo que garantiza que el docente pueda compren= derla y ejecutarla de forma organizada y sin confusiones.</td><t= d style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<spa= n style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block"= > </td><td style=3D"width:24.2pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">=EF=83=BC = ; </t= d><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC= </td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle"><= span style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </= span> </td></= tr><tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">10. Coherencia: La pro= puesta mantiene una s=C3=B3lida coherencia interna, articulando l=C3=B3gica= mente los hallazgos del diagn=C3=B3stico con la selecci=C3=B3n de la herram= ienta (Wordwall), el dise=C3=B1o de las actividades gamificadas y los objet= ivos de aprendizaje que se persiguen.</td><td style=3D"width:25.= 85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = &#x= a0;</td><td style=3D"width:24.2pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">=EF=83= =BC </td><td style=3D"wid= th:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:Wingdings">=EF=83=BC &#= xa0; </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">=EF=83=BC &#= xa0; <= /span></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; = border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middl= e">=EF=83=BC</= span> </td></tr><tr style=3D"hei= ght:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :10pt">TOTAL</td><= td style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:'Times New Roman'">100% </td><td style=3D"width:24.2pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">100%</td><td style=3D"width:24.2pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">100%</td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">100%</spa= n></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:10pt">100%</td><= /tr></table>Nota. resul= tados de la validaci=C3=B3n de la propuesta Los especialistas evaluaron la relevanci= a, actualidad, importancia, recursos, funcionalidad, viabilidad, pertinenci= a, impacto, organizaci=C3=B3n y coherencia de las actividades gamificadas, = y manifestaron un consenso favorable en torno a su valor. Destacaron la ali= neaci=C3=B3n entre el diagn=C3=B3stico de las problem=C3=A1ticas del aula y= el dise=C3=B1o l=C3=BAdico de las actividades, que transforman esos desaf= =C3=ADos en oportunidades de participaci=C3=B3n colaborativa. <p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:12pt">Asimismo, valoraron d= e forma positiva el uso estrat=C3=A9gico de Wordwall como una herramienta d= e acceso sencillo para eliminar barreras t=C3=A9cnicas y garantiza una adop= ci=C3=B3n =C3=A1gil por parte del cuerpo docente. Los expertos concluyeron = que la propuesta tiene una buena estructura para fomentar la motivaci=C3=B3= n intr=C3=ADnseca de los estudiantes y enriquecer de forma significativa la= experiencia de aprendizaje en el =C3=A1rea de Lengua y Literatura de la in= stituci=C3=B3n.3.6.<= span style=3D"font-family:'Times New Roman'; font-weight:bold; color:#76717= 1"> Pruebas de normalidadSe procedi=C3=B3 a comprobar el supuesto de normalidad de las= variables de estudio para determinar la pertinencia de utilizar pruebas pa= ram=C3=A9tricas o no param=C3=A9tricas en el an=C3=A1lisis. Los resultados = de este supuesto se exponen en la Tabla 6.Tabla 6Kolmogorov-Smirnova y Shapiro-Wil= k<table style=3D"width:395pt; margin-bottom:0pt; padding:0pt; bo= rder-collapse:collapse"><tr style=3D"height:15pt"><td rowspan=3D"2" style= =3D"width:112.8pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:bottom"> </td><td colspan=3D"3" style=3D"width:11= 6.45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:bottom">Kolmogorov-Smirnova<= /td><td colspan=3D"3" style=3D"width:144.75pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= bottom">Shapiro-Wi= lk</td></tr><tr style=3D"height:15pt"><td style=3D"width:53pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:bottom">Estad=C3=ADstico</td><td style=3D"width:32pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:bottom">gl</td><td style=3D"width:17.45pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:bottom">Sig.</td><td style=3D"width:53pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:bottom">Estad= =C3=ADstico</td><td style=3D"width:53pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:bottom">gl</s= pan></td><td style=3D"width:24.75pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom= ">Sig.<= /td></tr><tr style=3D"height:30pt"><td style=3D"width:112.8pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:top">Variable partici= paci=C3=B3n estudiantil</td><td style=3D"width:53pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:top">0,441</td><td style=3D"width:32pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:top">4= </td><td style=3D"width:17.45pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"> </td><td s= tyle=3D"width:53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:top">0,630</td><td style=3D"width:= 53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:top">4</td><td style=3D"width:24.75pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:top">0,001</td></tr><tr style=3D"height:30pt"><td style=3D"width:= 112.8pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:top">Variable actividades gamificadas en Wordwall</td><td style= =3D"width:53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:0pt 3.5pt; vertical-align:top">0,310</td><td style=3D"width:32pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:top">4</td><td style=3D"width:17.45pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:top">&= #xa0;</td><td style=3D"width:53pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,916</p= ></td><td style=3D"width:53pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"><= span style=3D"font-family:'Times New Roman'">4</td><td style=3D"= width:24.75pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:top">0,515</td></tr><tr style=3D"height:= 15pt"><td colspan=3D"7" style=3D"width:388pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op"><spa= n style=3D"font-family:'Times New Roman'">a. Correcci=C3=B3n de significaci= =C3=B3n de Lilliefors</td></tr></table>Nota: To= madas de la base de datos de SPSSDada la naturaleza de la muestra, se aplic=C3=B3 l= a prueba de Shapiro-Wilk, considerada m=C3=A1s potente para muestras peque= =C3=B1as. Los resultados indicaron que la variable Participaci=C3=B3n estud= iantil no sigue una distribuci=C3=B3n normal, al obtener un resultado estad= =C3=ADsticamente significativo (W(4) =3D ,630, p =3D ,001). Por el contrari= o, la variable Actividades gamificadas en Wordwall s=C3=AD se ajusta a una = distribuci=C3=B3n normal porque su nivel de significancia no fue significat= ivo (W(4) =3D ,916, p =3D ,515). Esta divergencia en la distribuci=C3=B3n d= e los datos, con una de las variables que no cumple el supuesto de normalid= ad, justifica la elecci=C3=B3n de pruebas estad=C3=ADsticas param=C3=A9tric= as para el posterior an=C3=A1lisis correlacional o de comparaci=C3=B3n entr= e las variables y garantiza as=C3=AD la validez de los resultados.</= p>3.7. Correlaci=C3=B3n</spa= n>Para determin= ar la existencia de correlaci=C3=B3n entre las variables se calcul=C3=B3 el= coeficiente de correlaci=C3=B3n de Pearson, obteniendo los resultados de l= a Ta= bla 7.Tabla 7= Resultados del coeficiente de correlaci=C3=B3n de Pearson<= /p><table style=3D"width:428pt; margin-bottom:0pt; padding:0pt; border-coll= apse:collapse"><tr style=3D"height:45pt"><td colspan=3D"2" style=3D"width:2= 35pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:bottom"> </td><td style=3D"width:81pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Varia= ble Participaci=C3=B3n Estudiantil</td><td style=3D"width:91pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">Variable Actividades Gamificadas en Wordwall</= td></tr><tr style=3D"height:15pt"><td rowspan=3D"3" style=3D"width:112pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:top">Varia= ble participaci=C3=B3n estudiantil</td><td style=3D"width:116pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:top">Cor= relaci=C3=B3n de Pearson</td><td style=3D"width:81pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:top">1</td><td style=3D"width:91pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,704</p= ></td></tr><tr style=3D"height:15pt"><td style=3D"width:116pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:top">Sig. (bilateral)= </td><td style=3D"width:81pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; line-height:normal; font-size:10pt"> </td><td style=3D"wid= th:91pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:top">0,296</td></tr><tr style=3D"height:15pt">= <td style=3D"width:116pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:top">N</td><td style=3D"width:81pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:top">160</td><td style=3D"width:91pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= top">4</= td></tr><tr style=3D"height:15pt"><td rowspan=3D"3" style=3D"width:112pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:top">Varia= ble actividades gamificadas en Wordwall</td><td style=3D"width:1= 16pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:top">Correlaci=C3=B3n de Pearson</td><td style=3D"width:81pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:top">0,704</td><td style=3D"width:91pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:top">1</spa= n></td></tr><tr style=3D"height:15pt"><td style=3D"width:116pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:top">Sig. (bilat= eral)</td><td style=3D"width:81pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,296</p= ></td><td style=3D"width:91pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"> </td></tr><tr style=3D"height:1= 5pt"><td style=3D"width:116pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top">N</td><td style=3D"width:81pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:top">4</td><td style=3D"width:91pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:top">4</p= ></td></tr></table>Nota: Tomadas de la base de datos de SP= SSPara e= xplorar desde la perspectiva estad=C3=ADstica la relaci=C3=B3n entre el uso= de la plataforma y el involucramiento en clase, se calcul=C3=B3 el coefici= ente de correlaci=C3=B3n de Pearson entre las variables actividades gamific= adas en Wordwall y participaci=C3=B3n estudiantil. El an=C3=A1lisis revel= =C3=B3 un coeficiente de correlaci=C3=B3n (r) de 0.704. Este valor indica u= na correlaci=C3=B3n positiva considerable que pone de manifiesto una marcad= a tendencia en los datos: a medida que aumenta la percepci=C3=B3n sobre las= actividades gamificadas del mismo modo parece hacerlo la participaci=C3=B3= n de los estudiantes.Aunque el resultado no alcanza la significancia estad=C3=ADsti= ca (p =3D 0,296), debido al tama=C3=B1o reducido de la muestra analizada en= cuanto a los docentes (N=3D4), la fuerza de esta asociaci=C3=B3n es un hal= lazgo preliminar muy prometedor. Este coeficiente tan elevado indica que la= relaci=C3=B3n entre ambas variables es fuerte y merece ser explorada en fu= turas investigaciones con una muestra m=C3=A1s amplia porque podr=C3=ADa co= nfirmar que las actividades en Wordwall son un factor asociado a una mayor = participaci=C3=B3n estudiantil en el =C3=A1rea de lengua y literatura.</spa= n>4. &#= xa0; ConclusionesLa investigaci=C3=B3n parti=C3=B3 de = un diagn=C3=B3stico que revel=C3=B3 un modelo de ense=C3=B1anza en la </spa= n>= Escuela Fiscomisional Cristo Rey anclado en pr=C3=A1cticas tradicionales como la lectura por turn= os, el dictado y la copia. El an=C3=A1lisis inicial dej=C3=B3 en evidencia = que dicha metodolog=C3=ADa genera una participaci=C3=B3n estudiantil pasiva= , con atenci=C3=B3n variable y una escasa interacci=C3=B3n colaborativa. De= igual forma, las pr=C3=A1cticas evaluativas con su enfoque en la correcci= =C3=B3n de errores provocan ansiedad en el alumnado y deval=C3=BAan aspecto= s como el esfuerzo o la creatividad. El cuestionario de validaci=C3=B3n, ap= licado como fase fundamental de este estudio, confirma esta desconexi=C3=B3= n, pues la contundente respuesta positiva de los estudiantes hacia una nuev= a metodolog=C3=ADa no solo manifiesta su inter=C3=A9s por la innovaci=C3=B3= n, sino que constituye una prueba irrefutable de la necesidad de superar la= s limitaciones del modelo pedag=C3=B3gico actual.<span= style=3D"font-family:'Times New Roman'">Frente a este escenario, la propue= sta de una serie de actividades gamificadas en la plataforma Wordwall adqui= ere una solidez y pertinencia notables. Las actividades "Abre la caja", "Pe= rsecuci=C3=B3n en laberinto", "Desaf=C3=ADo ortogr=C3=A1fico" y el "Cuestio= nario de Misi=C3=B3n de retroalimentaci=C3=B3n" ya no son meras hip=C3=B3te= sis, sino soluciones concretas cuyo potencial fue validado por sus futuros = usuarios. La alta disposici=C3=B3n de los estudiantes hacia el trabajo en e= quipo, con un 78,25% a favor, respalda la estructura colaborativa de juegos= como "Abre la caja". Asimismo, la percepci=C3=B3n generalizada, superior a= l 82%, de que un formato de juego reducir=C3=ADa los nervios de una evaluac= i=C3=B3n, posiciona la propuesta no solo como una herramienta de aprendizaj= e, sino como un instrumento con el poder de transformar el clima emocional = del aula y resignificar el error como una parte natural del proceso. El dis= e=C3=B1o, por tanto, fomenta la participaci=C3=B3n activa y aprovecha los r= ecursos tecnol=C3=B3gicos desde una base de alta aceptaci=C3=B3n previa.</s= pan>Este estudi= o, en su forma final, aporta una soluci=C3=B3n pr=C3=A1ctica y contextualiz= ada que responde con rigor a una problem=C3=A1tica local. Su mayor contribu= ci=C3=B3n, sin embargo, es el establecimiento de un precedente metodol=C3= =B3gico sobre c=C3=B3mo la gamificaci=C3=B3n puede ser un veh=C3=ADculo efi= caz para revitalizar la ense=C3=B1anza de la Lengua y Literatura, con el re= spaldo de datos que validan su dise=C3=B1o antes de la implementaci=C3=B3n.= La propuesta posee el potencial verificado para catalizar una transformaci= =C3=B3n profunda del clima del aula, para incrementar la motivaci=C3=B3n in= tr=C3=ADnseca de los estudiantes y para alinear las pr=C3=A1cticas docentes= con un enfoque educativo que la propia comunidad estudiantil se=C3=B1alo c= omo deseable. Se ofrece as=C3=AD un camino claro para construir una experie= ncia de aprendizaje m=C3=A1s din=C3=A1mica, participativa y, en definitiva,= significativa para los ni=C3=B1os.5.<s= pan style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&= #xa0; Conflicto de intereses<= p style=3D"text-align:justify; line-height:115%; font-size:12pt">Los autores declaran que no existe conf= licto de intereses en relaci=C3=B3n con el art=C3=ADculo presentado.= 6. = 0; Declaraci=C3=B3n de contribuci=C3=B3n de lo= s autoresTodos autores cont= ribuyeron significativamente en la elaboraci=C3=B3n del art=C3=ADculo.</spa= n>7. = ; Costos de financiamiento La presente investigaci=C3=B3n fue financiada en su totalidad = con fondos propios de los autores.8. Re= ferencias Bibliogr=C3=A1ficas<s= pan style=3D"font-family:'Times New Roman'">Borjas Garc=C3=ADa, J. E. (2020= ). Validez y confiabilidad en la recolecci=C3=B3n y an=C3=A1lisis de datos = bajo un enfoque cualitativo . Trascender, Contabilidad y Gesti=C3=B3n<s= pan style=3D"font-family:'Times New Roman'">, 5(15), 79=E2=80=9397. <a href=3D"https://doi.or= g/10.36791/tcg.v0i15.90" style=3D"text-decoration:none">https://doi.org/10.36791/tcg= .v0i15.90</a>Briones Su=C3=A1rez, K.B., Montero Ram=C3=ADrez= , I. S., Caranqui Pintag, M. A. & Ram=C3=ADrez Melendres, R. M. (2024).= Gamificaci=C3=B3n y DUA: creando entornos de aprendizaje inclusivos. </spa= n>Revista = Imaginario Social, </s= pan>7</spa= n>(4). 225-240. <a hre= f=3D"https://doi.org/10.59155/is.v7i4.252" style=3D"text-decoration:none"><= span class=3D"Hyperlink" style=3D"font-family:'Times New Roman'">https://do= i.org/10.59155/is.v7i4.252</a>Chan Sumie, L., & Lo Noble, Z. (2024). 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border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align= :top"><img src=3D"data:image/png;base64,iVBORw0KGgoA= AAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQ= BlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQc= QiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe= ///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSp= NNZ+57RTjDTvqFM1IvNiGXWJvD/9x8yXB/efizYU/Hy8/0W/aA/Xq43r1P3nOCNIFsW2XLleTd6= 48Z/863v3nkjWCL59dp/fWSsfzOXNkShKacvfgnMRlXjqqqIrwr5vkihyhxbT+K2ne082AAzADZ= XyPj+wL8ehQ1NH700v0N35OAroutW0rxDF6rUUvddaJfdwM9HwqYFSa0GO1SrpfucUVUXEZCQcq= QtZ0VEU1QTPtmAkDygiEBTsTxq6hx65fWTOy7l0exjKgGrGcjTo2/oKS9EUZ2aPcf/Oo1iTI9UG= qFJrzDF5+Sv+Wvg+y+IEVXaGibsbOO5hGBSkbUUQdRT9zaQuBhE6Ct2MT7/D9OIIVnw6Ct3csfk= 52oNtTMwcBbE0YteeC7we4LinSI9Z03dBNUVxTdu1eI7FcBIjHvPVU1Tjv7nn5sNMXv6WSjyFiI= g17AAwqpRW9fqayNkiM0tjqDrag67mDCi0ARiB6gaTsSEEg4htusj2qGeCIr9dW0JR3PKrR2zre= 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style=3D"width:368.65p= t; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align:middle">= Universidad Boliv= ariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.Maestr=C3=ADa en Educaci=C3=B3n con menci=C3=B3n en Pedag= og=C3=ADa en Entornos Digitalesjcsegura@ube.edu.ec</td><td style=3D"padd= ing:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:5pt; border:0= .75pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><span= style=3D"line-height:150%; font-family:'Times New Roman'; font-size:6.67pt= ; font-weight:bold; vertical-align:super">2</td><td style=3D"wid= th:170.9pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align= :top">Carolina del-Roc=C3=ADo Holgu=C3=ADn Gruezo</sp= an></td><td style=3D"width:10.4pt; border:0.75pt solid #000000; padding= :0pt 5.03pt; vertical-align:top"><img src=3D"data:im= age/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAABHNCSVQICAgI= fAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n3nNzbJN6omdT= 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Entornos Di= gitalescdholguing@ube.edu.ec</td><td s= tyle=3D"padding:0pt; vertical-align:top"></td></tr><tr><td style=3D"width:5= pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:150%; font-size= :10pt">3</td><td = style=3D"width:170.9pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ve= rtical-align:top">Johana del-Carmen Parre=C3=B1o S=C3= =A1nchez</td><td style=3D"width:10.4pt; border:0.75pt solid #000= 000; padding:0pt 5.03pt; vertical-align:top"><img sr= c=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAUCAYAAACNiR0NAAAA= BHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI21lEtoXVUUhr+197n= 3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+KDY+Jp25ouiGCOxEl= qjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOPr/VWHunqO5OVNuNl= QVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNiGXWJvD/9x8yXB/ef= 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" alt=3D"" style=3D"margin-top:0.45pt; margin-left:-0.3pt; position:absolut= e" /> = </td><td style=3D"width:165.75pt; border:0.75pt solid #000000; padding:0pt = 5.03pt; vertical-align:top"><a href=3D"https://orcid.org/0000-0003-3832-2593" style=3D"text-decoratio= n:none">https://orcid.org/0000-0003-3832-2593</spa= n></a></td><td style=3D"border-bottom:0.75pt solid #000000; padding:0pt= ; vertical-align:top"></td></tr><tr><td style=3D"width:5pt; border:0.75pt s= olid #000000; padding:0pt 5.03pt; vertical-align:top"> </td><td colspan=3D"4" = style=3D"width:368.95pt; border:0.75pt solid #000000; padding:0pt 5.03pt; v= ertical-align:top">Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.</p= ><a href=3D"mailto:jdparrenos@ube.edu.ec= " style=3D"text-decoration:none">jdparrenos@ube.edu.ec</a></p= ></td></tr><tr><td style=3D"width:5pt; border:0.75pt solid #000000; padding= :0pt 5.03pt; vertical-align:top">4</td><td style=3D"width:170.9pt; border:0.75pt so= lid #000000; padding:0pt 5.03pt; vertical-align:top">= Dayron Rumbaut Rangel</td><td style=3D"width:10.4pt; border:0.75= pt solid #000000; padding:0pt 5.03pt; vertical-align:top"><span= style=3D"height:0pt; text-align:left; display:block; position:absolute; z-= index:2"><img src=3D"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAABQAAAAU= CAYAAACNiR0NAAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSsOGwAAA2lJREFUOI2= 1lEtoXVUUhr+197n3nNzbJN6omdTWRmwbikVq4iMxk0ZU2oGgA1FnQcQiUhUnFqo4cGIRQUGd+K= DY+Jp25ouiGCOxElqjhba0URPzsPQmuY9zzj1nLwcnuU1iQ0f+mzXZe///Wv/aiy1cBV/83NNOP= r/VWHunqO5OVNuNlQVjmZCGjCVhcPHR3q8XrsaVNUITu/KSlu7LFeSpNNZ+57RTjDTvqFM1IvNi= GXWJvD/9x8yXB/efizYU/Hy8/0W/aA/Xq43r1P3nOCNIFsW2XLleTd648Z/863v3nkjWCL59dp/= fWSsfzOXNkShKacvfgnMRlXjqqqIrwr5vkihyhxbT+K2ne082AAzADZXyPj+wL8ehQ1NH700v0N= 35OAroutW0rxDF6rUUvddaJfdwM9HwqYFSa0GO1SrpfucUVUXEZCQcqQtZ0VEU1QTPtmAkDygiE= BTsTxq6hx65fWTOy7l0exjKgGrGcjTo2/oKS9EUZ2aPcf/Oo1iTI9UGqFJrzDF5+Sv+Wvg+y+IE= 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=3D"text-decoration:none">https://orcid.org/0009-0001-9087-0979</spa= n></a> </td></tr><tr><td style= =3D"width:5pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertical-al= ign:top"> </td><td colspan=3D"4" style= =3D"width:368.95pt; border:0.75pt solid #000000; padding:0pt 5.03pt; vertic= al-align:top">Uni= versidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.d= rumbautr@ube.edu.ec</td></tr><tr style=3D"height:0pt"><td style= =3D"width:15.8pt"></td><td style=3D"width:181.7pt"></td><td style=3D"width:= 21.2pt"></td><td style=3D"width:176.55pt"></td><td style=3D"width:0.3pt"></= td></tr></table> <table style=3D"width:436.35pt; margin-left:0.25pt; mar= gin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td colspan=3D"3= " style=3D"width:156.4pt; padding:0pt 5.4pt; vertical-align:top"><a id=3D"_Hlk92186133"> </a><= p style=3D"margin-bottom:0pt; text-align:right; line-height:normal; font-si= ze:10pt"> </t= d><td colspan=3D"2" style=3D"width:258.35pt; border-top:0.75pt solid #00000= 0; padding:0pt 5.4pt; vertical-align:top">Art=C3=ADculo de Investigaci=C3=B3= n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: Revisado: Aceptado: Publicado:DOI: </td></tr><tr style=3D"height:= 6.55pt"><td colspan=3D"3" style=3D"width:156.4pt; padding:0pt 5.4pt; vertic= al-align:top"> </td><td colspan=3D"2" style= =3D"width:258.35pt; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; = vertical-align:top"> </td></tr><tr><td style=3D"width:37.8pt;= padding:0pt 5.4pt; vertical-align:top"> C=C3=ADtese:<= span style=3D"font-family:'Times New Roman'"> </td><td style=3D"= width:1.55pt; padding:0pt 5.4pt; vertical-align:top"> </td>= <td colspan=3D"2" style=3D"width:358.55pt; border-bottom:0.75pt solid #0000= 00; padding:0pt 5.4pt; vertical-align:top"> DATOS REVISTADATOS REVISTA<spa= n style=3D"font-family:'Times New Roman'">DATOS REVISTA</td><td = style=3D"border-top:0.75pt solid #000000; padding:0pt; vertical-align:top">= </td></tr><tr style=3D"height:0pt"><td 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Kjw1Nx48ePDgwYOH/yo8wY0HDx48ePDg4b8KT3DjwYMHDx48ePiv4v8DkrKy3KIORuIAAAAASUV= ORK5CYII=3D" width=3D"567" height=3D"140" alt=3D"" /> <table style=3D"width:437.1pt; marg= in-left:0.25pt; margin-bottom:0pt; padding:0pt; border-collapse:collapse"><= tr><td style=3D"width:74pt; border:0.75pt solid #000000; padding:0pt 5.03pt= ; vertical-align:top">Palabras claves: Gamificaci=C3=B3n,lengua y literatura,motivaci=C3=B3n del aprendizaje,pr=C3=A1cticas pedag=C3=B3gicas,herramientas digitales.</td><td colspan=3D"2" = style=3D"width:4.15pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ver= tical-align:top"> </td><td = style=3D"width:321.8pt; border:0.75pt solid #000000; padding:0pt 5.03pt; ve= rtical-align:top">Resumen Introducci=C3=B3n: </span= >esta investigaci=C3=B3n trat= a la desconexi=C3=B3n entre las pr=C3=A1cticas de ense=C3=B1anza tradiciona= les en Lengua y Literatura y el desinter=C3=A9s de los estudiantes, en un c= ontexto donde la evaluaci=C3=B3n prioriza lo cuantitativo sobre la creativi= dad. Objetivos: elaborar a= ctividades gamificadas en Wordwall para fomentar la participaci=C3=B3n estu= diantil en el =C3=A1rea de lengua y literatura en estudiantes de b=C3=A1sic= a elemental de la Escuela Fiscomisional Cristo Rey. Metodolog=C3=ADa: <s= pan style=3D"font-family:'Times New Roman'">se aplic=C3=B3 una metodolog=C3= =ADa cualitativa de tipo descriptiva y proyectiva. La recolecci=C3=B3n de d= atos se efectu=C3=B3 a trav=C3=A9s de cuestionarios aplicados a estudiantes= y docentes. Resultados: l= os resultados revelaron un modelo pedag=C3=B3gico centrado en el docente, c= on din=C3=A1micas pasivas y una evaluaci=C3=B3n de car=C3=A1cter punitivo q= ue genera apat=C3=ADa o ansiedad. Se constat=C3=B3 la subutilizaci=C3=B3n d= e recursos tecnol=C3=B3gicos. Las docentes confirmaron estos desaf=C3=ADos = y mostraron una actitud receptiva hacia la innovaci=C3=B3n, con la ventaja = de su familiaridad previa con la plataforma Wordwall. Conclusiones: <spa= n style=3D"font-family:'Times New Roman'">en conclusi=C3=B3n, el estudio da= una propuesta concreta y viable de actividades en dicha plataforma y dise= =C3=B1ada para responder a los problemas detectados, esta propuesta busca t= ransformar el clima del aula, fomentar la participaci=C3=B3n activa y reori= entar la evaluaci=C3=B3n hacia un enfoque formativo y motivador. <sp= an style=3D"font-family:'Times New Roman'; font-weight:bold">=C3=81rea de e= studio general: Educaci=C3=B3n. =C3=81rea de estudio espec= =C3=ADfica: Pedagog=C3= =ADa en Entornos Digitales. Tipo de estudio: Art= =C3=ADculos originales.</td></tr><tr><td colspan=3D"2" style=3D"= width:77.2pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #5= b9bd5; border-left:0.75pt solid #5b9bd5; border-bottom:0.75pt solid #5b9bd5= ; padding:0pt 5.03pt; vertical-align:top">Keywords: </= p>Gamification,language and literaturelearning motivation,pedagogical practices,digital tools. </td><td style=3D"width:0.95pt; border-top:0.75pt solid = #000000; border-right:0.75pt solid #5b9bd5; border-left:0.75pt solid #5b9bd= 5; border-bottom:0.75pt solid #5b9bd5; padding:0pt 5.03pt; vertical-align:t= op"> </td><td style=3D"widt= h:321.8pt; border-top:0.75pt solid #000000; border-right:0.75pt solid #5b9b= d5; border-left:0.75pt solid #5b9bd5; border-bottom:0.75pt solid #5b9bd5; p= adding:0pt 5.03pt; vertical-align:top">Abstract<= p style=3D"margin-bottom:0pt; text-align:justify; line-height:normal; font-= size:12pt">= Introduction: This res= earch deals with the disconnection between traditional teaching practices i= n Language and Literature and the disinterest of students, in a context whe= re assessment prioritizes the quantitative over creativity. Objectives: = To develop gamified activitie= s on Wordwall to promote student participation around language and literatu= re in elementary school students at the Cristo Rey Fiscal School. <s= pan style=3D"font-family:'Times New Roman'; font-weight:bold">Methodology: = A qualitative methodol= ogy of descriptive and projective type was applied. Data collection was con= ducted through questionnaires applied to students and teachers. <spa= n style=3D"font-family:'Times New Roman'; font-weight:bold">Results: </span= >The results revealed a teach= er-centered pedagogical model, with passive dynamics and a punitive evaluat= ion that generates apathy or anxiety. The underutilization of technological= resources was confirmed. The teachers confirmed these challenges and showe= d a receptive attitude towards innovation, with the advantage of their prev= ious familiarity with the Wordwall platform. Conclusions: in conclusion, the study gives a concrete a= nd viable proposal of activities in this platform and designed to respond t= o the problems detected, this proposal seeks to transform the classroom cli= mate, encourage active participation and reorient the evaluation towards a = formative and motivating approach. General Area of Study: Ed= ucation. Specific area of study: Pedagogy in Digital Environments. Type of study: Original articles. = </td></tr><tr style=3D"height:0pt"><td style=3D"width:85.55pt"><= /td><td style=3D"width:3.25pt"></td><td style=3D"width:11.85pt"></td><td st= yle=3D"width:335.7pt"></td></tr></table> 1.</span= > Introducci=C3=B3n= La educaci=C3= =B3n contempor=C3=A1nea enfrenta desaf=C3=ADos relacionados con el compromi= so, la motivaci=C3=B3n y la efectividad en los procesos de ense=C3=B1anza-a= prendizaje (Mendoza et al., 2024). En este escenario, la gamificaci=C3=B3n = entendida como la incorporaci=C3=B3n de din=C3=A1micas y mec=C3=A1nicas pro= pias de los juegos en entornos educativos no l=C3=BAdicos es una estrategia= innovadora para fomentar la participaci=C3=B3n activa y el inter=C3=A9s de= los estudiantes (Prieto-Andreu, 2024). Estudios apuntan a que al integrar = puntos insignias y niveles, las actividades acad=C3=A9micas adquieren un ca= r=C3=A1cter l=C3=BAdico que facilita el aprendizaje significativo y reduce = la ansiedad ante las evaluaciones (Lachimba, 2023).<sp= an style=3D"font-family:'Times New Roman'">En el =C3=A1rea de lengua y lite= ratura la gamificaci=C3=B3n ofrece m=C3=BAltiples posibilidades: desde la c= reaci=C3=B3n de narraciones interactivas hasta la resoluci=C3=B3n colaborat= iva de retos ling=C3=BC=C3=ADsticos. Al transformar tareas de lectura y esc= ritura en misiones o retos progresivos, se potencia la creatividad, la comp= rensi=C3=B3n lectora y el desarrollo de habilidades socioemocionales (Zolfa= ghari et al., 2025).La gamificaci=C3=B3n se sustenta en teor=C3=ADas del aprendizaj= e conductual y cognitivo, que se=C3=B1alan la importancia de la retroalimen= taci=C3=B3n inmediata y la motivaci=C3=B3n intr=C3=ADnseca para consolidar = procesos de adquisici=C3=B3n de conocimiento (Zolfaghari et al., 2025). Baj= o este contexto existen elementos de vital importancia como puntos, insigni= as, tablas de clasificaci=C3=B3n y relatos (storytelling) que pueden adaptarse a contenidos literari= os y ling=C3=BC=C3=ADsticos para crear experiencias m=C3=A1s atractivas. </= span>El informe= The platformization of education: a framework to m= ap the new realities d= e la <a href=3D"https://unesdoc.unesco.org/query?q=3DOrganizacion:%2= 0%22Oficina%20Internacional%20de%20Educaci%C3%B3n%20de%20la%20UNESCO%22&= ;sf=3Dsf:*&queryDisplay=3DColectividad%20autor%3A%20%22Oficina%20Intern= acional%20de%20Educaci%C3%B3n%20de%20la%20UNESCO%22" style=3D"text-decorati= on:none">Oficina Internacional de Educaci=C3=B3n de la UNESCO<= /a> manifiesta c=C3=B3mo la i= ntegraci=C3=B3n de videojuegos educativos y plataformas digitales puede rev= olucionar la evaluaci=C3=B3n, al ofrecer an=C3=A1lisis de datos en tiempo r= eal y personalizaci=C3=B3n de rutas de aprendizaje (Rivas, 2021). Este enfo= que sist=C3=A9mico promueve una visi=C3=B3n inclusiva, donde cada estudiant= e avanza conforme a sus intereses y ritmos con la contribuci=C3=B3n a la eq= uidad y la calidad educativa.En Europa y Asia investigaciones recientes mostraron q= ue la implementaci=C3=B3n de plataformas gamificadas mejora la retenci=C3= =B3n de conocimientos y la participaci=C3=B3n en el aula (Fuster, 2024; Cha= n & Lo, 2024). En Finlandia el uso de learning = quests en clase de lit= eratura elevo los puntajes en comprensi=C3=B3n lectora y promovido el debat= e cr=C3=ADtico sobre textos can=C3=B3nicos. De igual manera, en Singapur, a= plicaciones gamificadas para la ense=C3=B1anza de poes=C3=ADa logro que un = alto porcentaje de los estudiantes completen an=C3=A1lisis literarios con m= ayor autonom=C3=ADa (Chan & Lo, 2024).Asimismo un estudio en Estados Unidos de= mostr=C3=B3 que la integraci=C3=B3n de elementos de juego en evaluaciones d= e vocabulario increment=C3=B3 la motivaci=C3=B3n y redujo la deserci=C3=B3n= escolar (Pollyana & Zenaide, 2025). Estas evidencias ponen de manifies= to que la gamificaci=C3=B3n contribuye al rendimiento acad=C3=A9mico y refu= erza el sentido de logro y autoestima de los alumnos.<= span style=3D"font-family:'Times New Roman'">En Am=C3=A9rica Latina el inte= r=C3=A9s por la gamificaci=C3=B3n en educaci=C3=B3n creci=C3=B3 en los =C3= =BAltimos a=C3=B1os. En Colombia programas escolares incorporaron tableros = digitales de insignias para premiar la participaci=C3=B3n en discusiones li= terarias lo que evidenci=C3=B3 un aumento del 20 % en la frecuencia de inte= racci=C3=B3n oral (Prieto-Andreu, 2024). En M=C3=A9xico varios proyectos pi= loto con aplicaciones m=C3=B3viles otorgaron puntos por res=C3=BAmenes de l= ectura hecho que mejor=C3=B3 la comprensi=C3=B3n cr=C3=ADtica de textos nar= rativos. En Chile escuelas p=C3=BAblicas emplearon sistemas de niveles para= el aprendizaje de g=C3=A9neros literarios y lograron una mayor colaboraci= =C3=B3n en grupos de trabajo (Briones et al., 2024).<s= pan style=3D"font-family:'Times New Roman'">Sin embargo de acuerdo con Huam= an=C3=AD & Vega (2023) la desigualdad en el acceso a dispositivos y la = falta de formaci=C3=B3n docente en metodolog=C3=ADas digitales representan = barreras importantes. A pesar de ello, las experiencias latinoamericanas co= nfirman el potencial de la gamificaci=C3=B3n para transformar la evaluaci= =C3=B3n tradicional en una herramienta inclusiva y motivadora.<p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:12pt">En el escenario ecuat= oriano, la investigaci=C3=B3n sobre gamificaci=C3=B3n en lengua y literatur= a a=C3=BAn es incipiente, aunque prometedora. Navas et al. (2024) se=C3=B1a= lan que las evaluaciones tradicionales se centran en pruebas escritas lo qu= e limita la medici=C3=B3n de competencias comunicativas y creativas (Navas = et al., 2024). Por su parte Flores (2023) explor=C3=B3 el uso de insignias = y misiones narrativas en la Unidad Educativa =E2=80=9CMar=C3=ADa Ang= =C3=A9lica Idrobo=E2= =80=9D con un reporte de un aumento del 18 % en la participaci=C3=B3n y un = 15 % en la calidad de los textos producidos. Quispilema (2023) estudio el i= mpacto de la gamificaci=C3=B3n y las TIC en zonas rurales, y encontr=C3=B3 = mejoras sustanciales en la motivaci=C3=B3n hacia la lectura cr=C3=ADtica.</= span>Bajo este = escenario, una problem=C3=A1tica recurrente en las aulas ecuatorianas es la= desconexi=C3=B3n entre las estrategias de evaluaci=C3=B3n y las necesidade= s e intereses de los estudiantes. Seg=C3=BAn reportes del Instituto Na= cional de Evaluaci=C3=B3n Educativa (INEVAL, 2022), las evaluaciones aplicadas en educaci=C3=B3n = b=C3=A1sica tienden a priorizar la medici=C3=B3n de resultados cuantitativo= s, dejando de lado aspectos cualitativos como la creatividad, el pensamient= o cr=C3=ADtico y la resoluci=C3=B3n de problemas. Esta situaci=C3=B3n se ag= rava en comunidades con menores recursos tecnol=C3=B3gicos y pedag=C3=B3gic= os, donde los docentes, pese a su esfuerzo, no cuentan con las herramientas= necesarias para implementar evaluaciones din=C3=A1micas que puedan motivar= a los estudiantes y reflejar de manera integral sus competencias.<s= pan style=3D"font-family:'Times New Roman'"> <sp= an style=3D"font-family:'Times New Roman'">Otro factor importante es la bre= cha en la formaci=C3=B3n docente respecto a metodolog=C3=ADas innovadoras. = Aunque el Ministerio de Educaci=C3=B3n del Ecuador promovi=C3=B3 programas de capacitaci= =C3=B3n, muchos educadores a=C3=BAn no est=C3=A1n familiarizados con enfoqu= es como la gamificaci=C3=B3n, lo que limita su capacidad de dise=C3=B1ar ac= tividades evaluativas que integren elementos de juego. Adem=C3=A1s, la falt= a de acceso a tecnolog=C3=ADa en las escuelas, especialmente en =C3=A1reas = rurales, representa un obst=C3=A1culo significativo para implementar herram= ientas digitales que faciliten estas estrategias. En la Escuela Fiscomisional Cristo Rey</span= > estas limitaciones tienen u= n impacto directo en el desarrollo de competencias importante. Las pr=C3=A1= cticas evaluativas actuales muchas veces no logran captar ni fomentar estas= caracter=C3=ADsticas, restringiendo el potencial de aprendizaje activo y c= olaborativo. En consecuencia, los estudiantes pueden percibir la evaluaci= =C3=B3n como una actividad estrictamente punitiva m=C3=A1s que como una opo= rtunidad para reflexionar sobre su aprendizaje y crecer acad=C3=A9mica y pe= rsonalmente.Para el desarrollo de las actividades, se consideraron diversas herrami= entas digitales. En esta l=C3=ADnea, Wordwall es la herramienta m=C3=A1s co= nveniente para ni=C3=B1os de cuarto grado de educaci=C3=B3n general b=C3=A1= sica, que es el grupo objetivo de este proyecto. Esto se debe principalment= e a que los docentes ya est=C3=A1n familiarizados con todos los recursos qu= e ofrece Wordwall y utilizan esta plataforma para dise=C3=B1ar y trabajar e= n las actividades con los ni=C3=B1os.Sobre esta base el objetivo asumido en este es= tudio es: elaborar actividades gamificadas en Wordwall para fomentar la par= ticipaci=C3=B3n estudiantil en el =C3=A1rea de lengua y literatura en estud= iantes de b=C3=A1sica elemental de la Escuela Fiscomisional Cristo Rey= . 2. = 0; Metodolog=C3=ADaEl dise=C3=B1o de esta investigaci=C3=B3n es no= experimental, transversal y cuantitativo, para analizar el impacto de las = actividades gamificadas en el desarrollo de competencias en el =C3=A1rea de= Lengua y Literatura en los estudiantes de la Escuela Fiscomisional Cr= isto Rey. Dado que se = trata de una investigaci=C3=B3n no experimental, no se alteran aleatoriamen= te las condiciones del estudio; en cambio, se analiza c=C3=B3mo influye la = aplicaci=C3=B3n de esta metodolog=C3=ADa en los estudiantes dentro de su co= ntexto habitual de aprendizaje (Borjas, 2021).Esta caracter=C3=ADstica resulta id= =C3=B3nea para la investigaci=C3=B3n pues al no intervenir en las din=C3=A1= micas del aula, se preservan las metodolog=C3=ADas de ense=C3=B1anza, las p= r=C3=A1cticas evaluativas y los niveles de motivaci=C3=B3n estudiantil tal = como ocurren espont=C3=A1neamente. Al recopilar datos en un =C3=BAnico per= =C3=ADodo temporal se obtiene informaci=C3=B3n del estado actual de los des= af=C3=ADos en motivaci=C3=B3n y evaluaci=C3=B3n formativa en el =C3=A1rea d= e Lengua y Literatura. Esto facilita identificar necesidades concretas para= proponer soluciones contextualizadas, como las actividades gamificadas, di= se=C3=B1adas a partir de las problem=C3=A1ticas en su escenario real y sin = alteraciones externas.Este trabajo se enmarca en un enfoque descriptivo, explicativ= o y exploratorio. En su dimensi=C3=B3n descriptiva, tiene como objetivo ide= ntificar c=C3=B3mo se utilizan las actividades gamificadas en el aula, desc= ribiendo las herramientas y metodolog=C3=ADas aplicadas en el proceso de en= se=C3=B1anza (Imbeau et al., 2021). Se tomaron en cuenta variables como el = nivel de participaci=C3=B3n estudiantil y las actividades gamificadas en la= plataforma Wordwall.Desde el punto de vista explicativo, la investigaci=C3=B3n bus= ca establecer si la gamificaci=C3=B3n influye de manera significativa en la= motivaci=C3=B3n de los estudiantes y en el desarrollo de habilidades relac= ionadas con lengua y literatura. Se analizar=C3=A1 si la incorporaci=C3=B3n= de estas actividades modifica la manera en que los estudiantes aprenden, s= e comunican y construyen saberes.En cuanto al enfoque exploratorio, se pretende ind= agar en un fen=C3=B3meno educativo que, aunque respaldado por fundamentos t= e=C3=B3ricos, a=C3=BAn requiere mayor investigaci=C3=B3n pr=C3=A1ctica en e= l contexto de la educaci=C3=B3n b=C3=A1sica en Ecuador. Se estudiar=C3=A1n = las vivencias de los estudiantes al participar en actividades gamificadas y= c=C3=B3mo perciben que este m=C3=A9todo contribuye a su aprendizaje.</span= >Con la platafo= rma Wordwall se pudo crear din=C3=A1micas interactivas y l=C3=BAdicas aline= adas con los principios de la gamificaci=C3=B3n para facilitar que los prof= esores implementen las actividades dise=C3=B1adas a partir de los hallazgos= diagn=C3=B3sticos sin requerir una curva de aprendizaje adicional. Con ell= o se garantiza su aplicabilidad contextualizada en el =C3=A1rea de lengua y= literatura.2.= 1. Variables de estudioEl estudio se enfoca en dos variables y seis = dimensiones directamente relacionadas con la investigaci=C3=B3n. Su distrib= uci=C3=B3n y operacionalizaci=C3=B3n se observa en la Tabla 1.Tabla 1<sp= an style=3D"font-family:'Times New Roman'; font-style:italic">Operacionaliz= aci=C3=B3n de variables<table style=3D"width:437pt; margin-botto= m:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:12.75pt">= <td style=3D"width:66.75pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= Variable</td><td s= tyle=3D"width:74.9pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">Dimensiones</td><td styl= e=3D"width:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">Codificaci=C3=B3n</td><td s= tyle=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">Preguntas</td></tr><tr= style=3D"height:38.25pt"><td rowspan=3D"10" style=3D"width:66.75pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:middle">Actividades gamificadas en la plataforma Wordwall</t= d><td style=3D"width:74.9pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">Facilidad de uso y adecuac= i=C3=B3n t=C3=A9cnica</td><td style=3D"width:51.7pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle">VI-FAT</td><td style=3D"width:215.65pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle">1. Considero que l= a plataforma Wordwall es una herramienta adecuada y f=C3=A1cil de usar para= dise=C3=B1ar actividades para mis clases</td></tr><tr style=3D"= height:51pt"><td rowspan=3D"6" style=3D"width:74.9pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical= -align:middle">Ade= cuaci=C3=B3n pedag=C3=B3gica</td><td rowspan=3D"6" style=3D"widt= h:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">VI-AP</td><td style=3D"width:215.65p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">2. Creo que la implementaci=C3=B3n de las actividades gamificadas propues= tas en este estudio se alinea con los objetivos pedag=C3=B3gicos del =C3=A1= rea de Lengua y Literatura</td></tr><tr style=3D"height:38.25pt"= ><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">3. Pienso que actividades gamificadas en equi= po podr=C3=ADan fomentar una mayor interacci=C3=B3n y colaboraci=C3=B3n ent= re los estudiantes</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">4. Estimo que el formato l=C3=BAdico de las actividade= s ayudar=C3=ADa a reducir la pasividad estudiantil observada durante las cl= ases tradicionales</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">5. Un juego competitivo me parece una alternativa m=C3= =A1s eficaz que el dictado tradicional para mejorar la ortograf=C3=ADa</spa= n></td></tr><tr style=3D"height:51pt"><td style=3D"width:215.65pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle">6. Co= nsidero que los estudiantes podr=C3=ADan asimilar de mejor manera contenido= s complejos, como las categor=C3=ADas gramaticales, a trav=C3=A9s de juegos= interactivos</td></tr><tr style=3D"height:38.25pt"><td style=3D= "width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:0pt 3.5pt; vertical-align:middle">10. La incorporaci=C3=B3n sistem=C3=A1tica de estas din=C3= =A1micas de juego contribuir=C3=ADa a transformar el ambiente del aula en u= no m=C3=A1s positivo y participativo</td></tr><tr style=3D"heigh= t:38.25pt"><td rowspan=3D"3" style=3D"width:74.9pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Eleme= ntos de gamificaci=C3=B3n y motivaci=C3=B3n</td><td rowspan=3D"3= " style=3D"width:51.7pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:'Times New Roman'">VI-EGM</td><td style= =3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">7. La retroalimentaci=C3=B3n inmediata que dan estas her= ramientas digitales es valiosa para reforzar el aprendizaje de los alumnos<= /span></td></tr><tr style=3D"height:38.25pt"><td style=3D"width:215.65p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">8. Creo que evaluar a los estudiantes con un formato de juego podr=C3=ADa= disminuir mucho la ansiedad que muestran ante las pruebas tradicionales</s= pan></td></tr><tr style=3D"height:25.5pt"><td style=3D"width:215.65pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">9= . Pienso que el uso de recompensas aumentar=C3=ADa el inter=C3=A9s y la mot= ivaci=C3=B3n de los estudiantes</td></tr><tr style=3D"height:38.= 25pt"><td rowspan=3D"8" style=3D"width:66.75pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">Participa= ci=C3=B3n estudiantil</td><td rowspan=3D"5" style=3D"width:74.9p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">Actitud hacia la participaci=C3=B3n</td><td= rowspan=3D"5" style=3D"width:51.7pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:normal; font-s= ize:10pt">VD-ACT</= td><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">1. =C2=BFTe parecer=C3=ADa interesante y atr= activo usar una plataforma digital con juegos como Wordwall para las clases= de Lengua y Literatura?</td></tr><tr style=3D"height:38.25pt"><= td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">2. =C2=BFCrees que ser=C3=ADa m=C3=A1s divertido= aprender con un juego como "Persecuci=C3=B3n en laberinto" en lugar de hac= er ejercicios en el cuaderno?</td></tr><tr style=3D"height:51pt"= ><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">4. =C2=BFPiensas que un juego como el "Desaf= =C3=ADo ortogr=C3=A1fico=E2=80=9D, donde compites por responder correctamen= te, =C2=BFte ayudar=C3=ADa a aprender a escribir mejor las palabras?= </td></tr><tr style=3D"height:51pt"><td style=3D"width:215.65pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:middle">7. =C2= =BFConf=C3=ADas en que podr=C3=ADas aprender mejor sobre sustantivos, verbo= s y adjetivos a trav=C3=A9s de juegos interactivos en lugar de solo con la = explicaci=C3=B3n en la pizarra?</td></tr><tr style=3D"height:38.= 25pt"><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Viendo estas propuestas, =C2=BFte gus= tar=C3=ADa mucho que tus profesores usaran m=C3=A1s actividades y juegos co= mo estos en las clases?</td></tr><tr style=3D"height:38.25pt"><t= d rowspan=3D"2" style=3D"width:74.9pt; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= Comportamiento de participaci=C3=B3n<= /span></td><td rowspan=3D"2" style=3D"width:51.7pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">V= D-COMP</td><td style=3D"width:215.65pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle">3. =C2=BFTe gustar=C3=ADa= trabajar en equipo con tus compa=C3=B1eros para resolver los retos de un j= uego interactivo como "Abre la caja"?</td></tr><tr style=3D"heig= ht:38.25pt"><td style=3D"width:215.65pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">6. =C2=BFCrees que recibir puntos o= bonificaciones por tus aciertos en los juegos te motivar=C3=ADa a seguir p= articipando y esforz=C3=A1ndote m=C3=A1s?</td></tr><tr style=3D"= height:38.25pt"><td style=3D"width:74.9pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">Estado emocion= al durante la Participaci=C3=B3n</td><td style=3D"width:51.7pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">VD-EMOC</td><td style=3D"width:215.65pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">5. =C2= =BFCrees que te sentir=C3=ADas m=C3=A1s tranquilo y con menos nervios al pa= rticipar en una evaluaci=C3=B3n con formato de juego que durante un dictado= o una lecci=C3=B3n oral?</td></tr></table> 2.2. M=C3=A9todos de investigaci= =C3=B3nP= ara la recopilaci=C3=B3n de datos se utilizaron t=C3=A9cnicas cuantitativas= con el fin de obtener una visi=C3=B3n completa del impacto de las activida= des gamificadas en el aula. En este sentido se aplic=C3=B3 una encuesta bas= ada en la escala de Likert para medir la percepci=C3=B3n de los estudiantes= sobre el uso de las actividades gamificadas en su proceso de aprendizaje. = La encuesta incluye preguntas sobre la interacci=C3=B3n con la plataforma W= ordwall, la facilidad para participar en las actividades y la motivaci=C3= =B3n hacia el aprendizaje de Lengua y Literatura.2.3. Poblaci=C3=B3n y muestraLa poblaci=C3=B3n de est= e estudio est=C3=A1 conformada por 160 estudiantes de b=C3=A1sica elemental= . Todos los estudiantes fueron tomados en cuenta en la muestra selectiva (M= ucha et al., 2021). La decisi=C3=B3n de trabajar con toda la poblaci=C3=B3n= disponible responde a la necesidad de obtener resultados representativos d= e la totalidad del grupo en el contexto en el que se desarrolla la investig= aci=C3=B3n (Mercado & Coronado, 2021). Del mismo modo se tom=C3=B3 como= poblaci=C3=B3n y muestra a los 4 docentes de Lengua y Literatura empleando= un muestreo no probabil=C3=ADstico. De este modo, se pueden identificar pa= trones y efectos de la gamificaci=C3=B3n sin la distorsi=C3=B3n que podr=C3= =ADa generar una selecci=C3=B3n parcial de los participantes. <p= class=3D"ListParagraph" style=3D"margin-left:46.4pt; text-indent:-18pt; li= ne-height:108%; font-size:12pt">2.4.</sp= an> = Fas= es de la investigaci=C3=B3nSobre la base de lo expuesto se establecen dos fases pri= ncipales en la investigaci=C3=B3n. Estas son:= a) Fase diagn=C3=B3stica y recolecci=C3=B3n de datos:En concordancia con el = dise=C3=B1o no experimental de corte transversal, la recolecci=C3=B3n de da= tos se realiz=C3=B3 en un =C3=BAnico momento para obtener una instant=C3=A1= nea de la realidad del aula sin alterarla.b)<= /span> Fase de an=C3=A1lisis y dise=C3=B1o de la propuesta:Aqu=C3=AD se aplic=C3=B3 el= m=C3=A9todo anal=C3=ADtico-sint=C3=A9tico para procesar la informaci=C3=B3= n recopilada y fundamentar la propuesta (Portilla & Honorio, 2022).</sp= an> </span= >3. = ; Resultados La fiabilidad del instrumento se asegur=C3=B3 con la utiliz= aci=C3=B3n del coeficiente Alfa de Cronbach, que alcanz=C3=B3 un valor de 0= .953 y 0.808 en los cuestionarios aplicados a los estudiantes y docentes re= spectivamente. Estas cifras se consideran excelentes y supera el umbral de = aceptabilidad. Este resultado indica un nivel de consistencia interna muy e= levado y significa que los =C3=ADtems del cuestionario est=C3=A1n correlaci= onados entre s=C3=AD y miden de manera coherente el mismo constructo subyac= ente: la percepci=C3=B3n y disposici=C3=B3n del alumnado hacia la metodolog= =C3=ADa gamificada. Por lo tanto, se garantiza la solidez y confianza de lo= s datos recogidos al respaldar la validez de los an=C3=A1lisis e interpreta= ciones que se incluyeron a continuaci=C3=B3n.3.1. Resultados de la encuesta aplicada a los est= udiantes= En la Tabla 2 se exponen l= os resultados del cuestionario aplicado, para posteriormente analizarlos e = interpretarlos por dimensiones.Tabla 2Resultados de la e= ncuesta aplicada a los estudiantes<table style=3D"width:436.6pt;= margin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"hei= ght:15pt"><td rowspan=3D"2" style=3D"width:156.05pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">Preg= unta de la investigaci=C3=B3n</td><td colspan=3D"2" style=3D"wid= th:106pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:bottom">Negativos a la pregunta</td><td rows= pan=3D"2" style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">Indistinto</t= d><td colspan=3D"2" style=3D"width:104.35pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bo= ttom">Positivos a = la pregunta</td></tr><tr style=3D"height:30pt"><td style=3D"widt= h:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:bottom">Muy en desacuerdo</td><td style=3D"w= idth:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:bottom">En desacuerdo</td><td style=3D"wi= dth:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:bottom">De acuerdo</td><td style=3D"width:= 48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:bottom">Muy de acuerdo</td></tr><tr style=3D"= height:30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000; = border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:botto= m"><span= style=3D"font-family:'Times New Roman'">1. =C2=BFTe parecer=C3=ADa interes= ante y atractivo usar una plataforma digital con juegos como Wordwall para = las clases de Lengua y Literatura?</td><td style=3D"width:49.5pt= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:0pt 3.5pt; vertical-align:middle">2,50%</td><td style=3D"width:49.5pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:middle">5,00%</td><td style=3D"width:42.2pt; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ver= tical-align:middle">5,63%</td><td style=3D"width:48.5pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">85,63%<= /span></td><td style=3D"width:48.85pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">1,25%</= p></td></tr><tr style=3D"height:45pt"><td style=3D"width:156.05pt; border-t= op:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:bottom">2. =C2=BF= Crees que ser=C3=ADa m=C3=A1s divertido aprender con un juego como "Persecu= ci=C3=B3n en laberinto" en lugar de hacer ejercicios en el cuaderno?= </td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">3,13%</td>= <td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:'Times New Roman'">7,50%</td><td style= =3D"width:42.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">10,63%</td><td style=3D"widt= h:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">76,88%</td><td style=3D"width:48.85p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 3.5pt; vertical-align:middle">1,88%</td></tr><tr style=3D"height:30pt"><t= d style=3D"width:156.05pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom">3. =C2=BFTe gustar=C3=ADa trabajar en equipo con = tus compa=C3=B1eros para resolver los retos de un juego interactivo como "A= bre la caja"?</td><td style=3D"width:49.5pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">1= ,88%</td><td style=3D"width:49.5pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">4,38%</spa= n></td><td style=3D"width:42.2pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:normal; font-s= ize:10pt">15,63%</= td><td style=3D"width:48.5pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">76,88%</td><td = style=3D"width:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">1,25%</td></tr><tr sty= le=3D"height:30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :bottom">4. =C2=BFPiensas que un jueg= o como el "Desaf=C3=ADo ortogr=C3=A1fico=E2=80=9D, donde compites por respo= nder correctamente, =C2=BFte ayudar=C3=ADa a aprender a escribir mejor las = palabras?</td><td style=3D"width:49.5pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">1,88%= </td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">4,38%</= p></td><td style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">16,25%</td><= td style=3D"width:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan style=3D"font-family:'Times New Roman'">77,50%</td><td style= =3D"width:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">0,00%</td></tr><tr style=3D= "height:45pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bott= om"><spa= n style=3D"font-family:'Times New Roman'">5. =C2=BFCrees que te sentir=C3= =ADas m=C3=A1s tranquilo y con menos nervios al participar en una evaluaci= =C3=B3n con formato de juego que durante un dictado o una lecci=C3=B3n oral= ?</td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">2,50%<= /p></td><td style=3D"width:49.5pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">5,00%</td><= td style=3D"width:42.2pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan style=3D"font-family:'Times New Roman'">10,00%</td><td style= =3D"width:48.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">81,25%</td><td style=3D"widt= h:48.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">1,25%</td></tr><tr style=3D"height:= 30pt"><td style=3D"width:156.05pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom">6. =C2=BFCrees que recibir puntos o boni= ficaciones por tus aciertos en los juegos te motivar=C3=ADa a seguir partic= ipando y esforz=C3=A1ndote m=C3=A1s?</td><td style=3D"width:49.5= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">1,88%</td><td style=3D"width:49.5pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">4,38%</td><td style=3D"width:42.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle">12,50%</td><td style=3D"width:48.5pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">80,0= 0%</td><td style=3D"width:48.85pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">1,25%</span= ></td></tr><tr style=3D"height:30pt"><td style=3D"width:156.05pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:bottom">7. =C2= =BFConf=C3=ADas en que podr=C3=ADas aprender mejor sobre sustantivos, verbo= s y adjetivos a trav=C3=A9s de juegos interactivos en lugar de solo con la = explicaci=C3=B3n en la pizarra?</td><td style=3D"width:49.5pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">3,75%</td><td style=3D"width:49.5pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">8,13%</td><td style=3D"width:42.2pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">1= 4,38%</td><td style=3D"width:48.5pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">65,63%</s= pan></td><td style=3D"width:48.85pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">8,13%= </td></tr><tr style=3D"height:30pt"><td style=3D"width:156.05pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:bottom">8. Viendo e= stas propuestas, =C2=BFte gustar=C3=ADa mucho que tus profesores usaran m= =C3=A1s actividades y juegos como estos en las clases?</td><td s= tyle=3D"width:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">1,25%</td><td style=3D"w= idth:49.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle">3,13%</td><td style=3D"width:42.2= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">3,75%</td><td style=3D"width:48.5pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">90,63%</td><td style=3D"width:48.85pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">1,25%</td></tr></table>Nota: Tomadas de l= a base de datos de SPSS3.2. Resultados de la encuesta a= plicada a los docentesLa Tabla 3 p= or su parte contiene los resultados obtenidos con la aplicaci=C3=B3n del cu= estionario dirigido a los docentes. En esta l=C3=ADnea, la tabla se estruct= ura en torno a las diez preguntas aplicadas, junto con las frecuencias rela= tivas de sus respuestas.Tabla 3Resultados de la encuesta= aplicada a los docentes<table style=3D"width:434.55pt; margin-b= ottom:0pt; padding:0pt; border-collapse:collapse"><tr style=3D"height:15pt"= ><td rowspan=3D"2" style=3D"width:177.05pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">=C3=8Dtems</s= pan></td><td colspan=3D"2" style=3D"width:97pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Negat= ivos a la pregunta</td><td rowspan=3D"2" style=3D"width:40.25pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle">Indistinto</td><td colspan=3D"2" style=3D"wid= th:92.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00= 0000; padding:0pt 3.5pt; vertical-align:middle">Positivos a la pregunta</td></tr><= tr style=3D"height:25.5pt"><td style=3D"width:45pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Muy e= n desacuerdo</td><td style=3D"width:45pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">En d= esacuerdo</td><td style=3D"width:35.55pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">De a= cuerdo</td><td style=3D"width:49.7pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:middle">Muy de a= cuerdo</td></tr><tr style=3D"height:38.25pt"><td style=3D"width:= 177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">1. Considero que la plataforma Wordwall es una herramienta adecuad= a y f=C3=A1cil de usar para dise=C3=B1ar actividades para mis clases= </td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td = style=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"widt= h:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">0%</td></tr><tr style=3D"height:51pt"><td style=3D"width:1= 77.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle">2. Creo que la implementaci=C3=B3n de las actividades gamificadas p= ropuestas en este estudio se alinea con los objetivos pedag=C3=B3gicos del = =C3=A1rea de Lengua y Literatura</td><td style=3D"width:45pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">0%</spa= n></td><td style=3D"width:35.55pt; border-top:0.75pt solid #000000; bor= der-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">= 0%</td>= <td style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:'Times New Roman'">0%</td></tr><tr sty= le=3D"height:38.25pt"><td style=3D"width:177.05pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:middle">3. Pienso que actividades= gamificadas en equipo podr=C3=ADan fomentar una mayor interacci=C3=B3n y c= olaboraci=C3=B3n entre los estudiantes</td><td style=3D"width:45= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">0= %</td><td style=3D"width:35.55pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mi= ddle">0%</p= ></td><td style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td></tr><= tr style=3D"height:38.25pt"><td style=3D"width:177.05pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">4. Estimo que el fo= rmato l=C3=BAdico de las actividades ayudar=C3=ADa a reducir la pasividad e= studiantil observada durante las clases tradicionales</td><td st= yle=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td style=3D"width:= 45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"width:40.25pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle">0%= </td></tr><tr style=3D"height:38.25pt"><td style=3D"width:177.05pt; bor= der-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0= pt 3.5pt; vertical-align:middle">5. U= n juego competitivo me parece una alternativa m=C3=A1s eficaz que el dictad= o tradicional para mejorar la ortograf=C3=ADa</td><td style=3D"w= idth:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td style=3D"width:45pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">50%</td><td style=3D"width:40.25pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:middle">25%</td><td style=3D"width:35.55pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">0%</= span></td><td style=3D"width:49.7pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle= ">0%</t= d></tr><tr style=3D"height:51pt"><td style=3D"width:177.05pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">6. Considero q= ue los estudiantes podr=C3=ADan asimilar de mejor manera contenidos complej= os, como las categor=C3=ADas gramaticales, a trav=C3=A9s de juegos interact= ivos</td><td style=3D"width:45pt; border-top:0.75pt solid #00000= 0; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mi= ddle">0%</p= ></td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">100%</td><td st= yle=3D"width:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"widt= h:35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td st= yle=3D"width:177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle">7. La retroalimentaci=C3=B3n inmediata que dan estas = herramientas digitales es valiosa para reforzar el aprendizaje de los alumn= os</td><td style=3D"width:45pt; border-top:0.75pt solid #000000;= border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:midd= le">50%= </td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">50%</td><td sty= le=3D"width:40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width= :35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td sty= le=3D"width:177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Creo que evaluar a los estudiantes con un formato d= e juego podr=C3=ADa disminuir mucho la ansiedad que muestran ante las prueb= as tradicionales</td><td style=3D"width:45pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">= 75%</td><td style=3D"width:45pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:mid= dle">25%</p= ></td><td style=3D"width:40.25pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td s= tyle=3D"width:35.55pt; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:'Times New Roman'">0%</td><td style=3D"wid= th:49.7pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">0%</td></tr><tr style=3D"height:25.= 5pt"><td style=3D"width:177.05pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">9. Pienso que el uso de recompensas aume= ntar=C3=ADa el inter=C3=A9s y la motivaci=C3=B3n de los estudiantes<= /p></td><td style=3D"width:45pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">25%</td><td s= tyle=3D"width:45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">75%</td><td style=3D"width= :40.25pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:35.55pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">0%</td><td style=3D"width:49.7pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">0%</td></tr><tr style=3D"height:38.25pt"><td style=3D"width= :177.05pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle">10. La incorporaci=C3=B3n sistem=C3=A1tica de estas din=C3=A1mica= s de juego contribuir=C3=ADa a transformar el ambiente del aula en uno m=C3= =A1s positivo y participativo</td><td style=3D"width:45pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">50%</td><td style=3D"width:45pt; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; verti= cal-align:middle">= 50%</td><td style=3D"width:40.25pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">0%<= /p></td><td style=3D"width:35.55pt; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">0%</td><td= style=3D"width:49.7pt; border-top:0.75pt solid #000000; border-bottom:0.75= pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><spa= n style=3D"font-family:'Times New Roman'">0%</td></tr></table><p= style=3D"line-height:108%; font-size:10pt">Nota: Tomadas de la base de datos de SPSS3.3. An=C3=A1lisis e interpretaci=C3= =B3n de los resultadosLos resultados de la encuesta ponen de manifiesto una aceptac= i=C3=B3n excepcionalmente alta hacia la metodolog=C3=ADa gamificada propues= ta. Se observa un notable inter=C3=A9s por la incorporaci=C3=B3n de herrami= entas digitales, ya que un 87.15% de los estudiantes considera atractivo el= uso de una plataforma como Wordwall. Adicionalmente el 78.80% cree que aprender me= diante formatos l=C3=BAdicos como persecuci=C3=B3n en laberinto ser=C3=ADa = m=C3=A1s divertido que los ejercicios tradicionales. Estos datos indican qu= e la propuesta se alinea con las preferencias de los estudiantes, validando= el formato l=C3=BAdico como una alternativa atractiva y potencialmente efi= caz para abordar la falta de motivaci=C3=B3n detectada en el diagn=C3=B3sti= co.Esta = percepci=C3=B3n estudiantil es correspondida y reforzada por el cuerpo doce= nte porque los resultados del cuestionario a profesores muestran un respald= o un=C3=A1nime debido a que todos dicen que Wordwall es una herramienta ade= cuada y que las actividades propuestas se alinean con los objetivos pedag= =C3=B3gicos del =C3=A1rea. Este consenso es muy importante dado que confirm= a que la una propuesta que utilice Wordwall ser=C3=A1 atractiva para los al= umnos y ser=C3=A1 vista por los educadores como viable y pertinente desde e= l punto de vista pr=C3=A1ctico y curricular al eliminar barreras para su im= plementaci=C3=B3n.En lo referente a las din=C3=A1micas de interacci=C3=B3n, se cons= tata una clara disposici=C3=B3n hacia el trabajo colaborativo. Un 78.25% de= los alumnos manifiesta que le gustar=C3=ADa participar en equipo para reso= lver retos en un juego interactivo. Este hallazgo es un indicador positivo = clave, pues sugiere que la implementaci=C3=B3n de estas actividades podr=C3= =ADa fomentar eficazmente la interacci=C3=B3n entre pares y el aprendizaje = social, en contraste con las pr=C3=A1cticas predominantemente individuales = observadas en el aula. Es importante notar que un 15.80% se mostr=C3=B3 "in= distinto", lo que sugiere que, para asegurar una participaci=C3=B3n equitat= iva, el dise=C3=B1o de las actividades grupales deber=C3=A1 contemplar role= s claros y din=C3=A1micas que involucren a todos los perfiles de estudiante= s.Desde = el punto de vista del docente existe una total coincidencia con la necesida= d de fomentar la colaboraci=C3=B3n. Los profesores apoyan de manera contund= ente la idea de que las actividades gamificadas son un veh=C3=ADculo id=C3= =B3neo para incrementar la interacci=C3=B3n y reducir la pasividad estudian= til. Esta visi=C3=B3n compartida entre docentes y alumnos fortalece el diag= n=C3=B3stico inicial.Los estudiantes demuestran confianza en el potencial pedag=C3= =B3gico de la gamificaci=C3=B3n para la asimilaci=C3=B3n de contenidos espe= c=C3=ADficos de lengua y literatura. Una mayor=C3=ADa significativa del 77.= 60% piensa que un formato competitivo como el desaf=C3=ADo ortogr=C3=A1fico= ser=C3=ADa una herramienta =C3=BAtil para mejorar sus habilidades de escri= tura. As= imismo un 73043% conf=C3=ADa en que los juegos interactivos son un medio m= =C3=A1s efectivo para aprender sobre categor=C3=ADas gramaticales que la ex= plicaci=C3=B3n tradicional. Si bien es un resultado mayoritariamente positi= vo, este es el porcentaje de aprobaci=C3=B3n m=C3=A1s bajo y presenta el ma= yor =C3=ADndice de desacuerdo (11.90%), lo que subraya la importancia cr=C3= =ADtica del rol docente para conectar expl=C3=ADcitamente la mec=C3=A1nica = del juego con los objetivos de aprendizaje y asegurar la transferencia de c= onocimiento.Los docentes del mismo modo ven un alto potencial pedag=C3=B3gico en la= gamificaci=C3=B3n pues reconocen de forma mayoritaria su eficacia para abo= rdar contenidos complejos y valoran mucho la oportunidad de dar retroalimen= taci=C3=B3n inmediata, un pilar del aprendizaje efectivo. Aunque existe un = apoyo generalizado a estas alternativas, la ligera vacilaci=C3=B3n de un do= cente frente al dictado tradicional pone de relieve que ven la gamificaci= =C3=B3n como un complemento poderoso m=C3=A1s que como un reemplazo absolut= o. Esto indica la misma conclusi=C3=B3n que el an=C3=A1lisis estudiantil qu= e indica que la importancia de una mediaci=C3=B3n docente intencionada para= maximizar la efectividad.El potencial de la propuesta para mejorar el clima emocio= nal y la motivaci=C3=B3n del alumnado es uno de los resultados m=C3=A1s con= tundentes. La gran mayor=C3=ADa de los estudiantes (81.25%) cree que los si= stemas de recompensa, como puntos y bonificaciones, los motivar=C3=ADan a e= sforzarse m=C3=A1s. Fundamentalmente un 82.65% anticipa que se sentir=C3=AD= a m=C3=A1s tranquilo y con menos ansiedad en una evaluaci=C3=B3n con format= o de juego que en una prueba tradicional.Este dato valida la propuesta como una s= oluci=C3=B3n viable para mitigar la ansiedad evaluativa. Finalmente la prop= uesta recibe un respaldo abrumador, ya que un 91.65% de los estudiantes exp= resa un fuerte deseo de que se implementen estas actividades, lo que confir= ma de manera inequ=C3=ADvoca la pertinencia y el alto potencial de la estra= tegia para transformar la experiencia de aprendizaje en el aula.= El cuerpo docente r= espalda de manera abrumadora el potencial de una propuesta para influir de = forma positiva en el clima del aula. Los resultados muestran que los profes= ores est=C3=A1n de acuerdo en que la gamificaci=C3=B3n puede reducir la ans= iedad evaluativa, aumentar la motivaci=C3=B3n a trav=C3=A9s de recompensas = y en definitiva crear un entorno de aprendizaje m=C3=A1s participativo y po= sitivo.3.4. </sp= an>Propues= ta T=C3= =ADtulo: Gamificaci=C3= =B3n como estrategia did=C3=A1ctica en Wordwall para fomentar la participac= i=C3=B3n estudiantil en el =C3=A1rea de Lengua y Literatura.Objet= ivo: Dise=C3=B1ar acti= vidades gamificadas en el =C3=A1rea de Lengua y Literatura con Wordwall par= a potenciar el inter=C3=A9s, la participaci=C3=B3n activa y el desarrollo d= e competencias ling=C3=BC=C3=ADsticas en los estudiantesA partir de las necesidades= identificadas, se procedi=C3=B3 a la fase proyectiva. Se dise=C3=B1=C3=B3 = un conjunto de actividades gamificadas espec=C3=ADficas para los contenidos= de Lengua y Literatura del cuarto grado. Se eligi=C3=B3 la plataforma Word= wall como veh=C3=ADculo para materializar esta propuesta.La propuesta se articula e= n un conjunto de actividades dise=C3=B1adas en Wordwall listas para ser imp= lementadas y alineadas con los desaf=C3=ADos identificados. Por ello la </s= pan>Tabla 4= agrupa las actividade= s, sus objetivos pedag=C3=B3gicos, la descripci=C3=B3n y din=C3=A1mica de s= u aplicaci=C3=B3n, y los v=C3=ADnculos con los resultados obtenidos en el p= roceso de diagn=C3=B3stico.Tabla 4Propuesta de activida= des gamificadas en Wordwall<table style=3D"width:446.7pt; margin= -bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"width:= 70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 5.4pt; vertical-align:top">Actividades</td><td style=3D"width:74.95pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 5.4pt; vertical-align:top"><a id=3D"_Hlk203991011">Objetivo pedag=C3=B3gico</a></= p></td><td style=3D"width:98.5pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Descripci=C3=B3n y din=C3=A1= mica de la aplicaci=C3=B3n</td><td style=3D"width:159.45pt; bord= er-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0p= t 5.4pt; vertical-align:top">V=C3=ADnculo con los resultados del diagn=C3=B3stico</t= d></tr><tr><td style=3D"width:70.6pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: Lectura comprensiva</td>= <td style=3D"width:74.95pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Fomentar la comprensi=C3=B3n lectora y la participaci= =C3=B3n voluntaria.</td><td style=3D"width:98.5pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; = vertical-align:top">Se da una lectura c= orta en el aula. Luego en el proyector se utiliza la actividad. Cada caja c= ontiene una pregunta sobre el texto (literal, inferencial o cr=C3=ADtica). = Los estudiantes, en equipos, eligen una caja y discuten la respuesta antes = de compartirla. El docente act=C3=BAa como facilitador al promover el di=C3= =A1logo</td><td style=3D"width:159.45pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-a= lign:top"><ul style=3D"margin:0pt; padding-left:0pt"><li class=3D"ListParag= raph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; fon= t-family:serif; font-size:10pt">Contrarresta la pasividad porque sustituye la lectura en voz alta por tu= rnos por una din=C3=A1mica interactiva y colaborativa</li><li class= =3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-hei= ght:150%; font-family:serif; font-size:10pt">Fomenta la interacci=C3=B3n entre estudiantes que a diferen= cia de las tareas individuales observadas, esta actividad requiere trabajo = en equipo y di=C3=A1logo. </li><li class=3D"ListParagraph" style=3D"= margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-family:serif;= font-size:10pt">Reduce el mi= edo a equivocarse: El formato de juego y el apoyo del equipo disminuyen la = ansiedad que las docentes mencionaron</li></ul></td></tr><tr><td sty= le=3D"width:70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: Ordenar palabras y formar los ve= rbos.Ver= bos, sustantivos y adjetivos</td><td style=3D"width:74.95pt; bor= der-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0= pt 5.4pt; vertical-align:top">Reforzar = el conocimiento de categor=C3=ADas gramaticales como sustantivos, verbos, a= djetivos, de forma l=C3=BAdica y din=C3=A1mica</td><td style=3D"= width:98.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #= 000000; padding:0pt 5.4pt; vertical-align:top">Los estudiantes, de forma individual o por parejas en la computador= a del aula, deben guiar a un personaje a trav=C3=A9s de un laberinto. Para = avanzar y evitar a los enemigos, deben responder bien a preguntas de opci= =C3=B3n m=C3=BAltiple, como: =C2=BFCu=C3=A1l de estas palabras es un verbo?= La actividad se enfoca en la velocidad y la precisi=C3=B3n.</td= ><td style=3D"width:159.45pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><ul style=3D= "margin:0pt; padding-left:0pt"><li class=3D"ListParagraph" style=3D"margin-= left:9.35pt; margin-bottom:0pt; line-height:150%; font-family:serif; font-s= ize:10pt">Dinamiza el aprendi= zaje al transforma los ejercicios gramaticales repetitivos que, seg=C3=BAn = las docentes, generan desinter=C3=A9s</li><li class=3D"ListParagraph= " style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-fa= mily:serif; font-size:10pt">U= tiliza los recursos tecnol=C3=B3gicos disponibles a trav=C3=A9s del empleo = del proyector y la computadora, que estaban subutilizados seg=C3=BAn la obs= ervaci=C3=B3n</li><li class=3D"ListParagraph" style=3D"margin-left:9= .35pt; margin-bottom:0pt; line-height:150%; font-family:serif; font-size:10= pt">Genera motivaci=C3=B3n in= tr=C3=ADnseca con la competencia sana y la narrativa del juego que aumentan= el compromiso, en contraste con la apat=C3=ADa observada</li></ul><= /td></tr><tr><td style=3D"width:70.6pt; border-top:0.75pt solid #000000; bo= rder-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:10pt">Nombre: Anagrama.</sp= an>Reglas ortog= r=C3=A1ficas</td><td style=3D"width:74.95pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertic= al-align:top">Mejorar la ortograf=C3=AD= a y el vocabulario a trav=C3=A9s de la resoluci=C3=B3n de problemas, en lug= ar de la correcci=C3=B3n de errores</td><td style=3D"width:98.5p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top">En = lugar de un dictado tradicional, se proyectan anagramas de palabras relacio= nadas con el tema de la clase. Los estudiantes deben ordenarlas de forma co= rrecta. Se puede realizar una competencia entre filas o equipos y otorgar p= untos por cada palabra descifrada de manera correcta en el menor tiempo pos= ible</td><td style=3D"width:159.45pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-alig= n:top"><ul style=3D"margin:0pt; padding-left:0pt"><li class=3D"ListParagrap= h" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-f= amily:serif; font-size:10pt">= Reformula la evaluaci=C3=B3n al pasar de un enfoque en el error (marcar con= rojo en el dictado) a uno en el acierto y el pensamiento cr=C3=ADtico</spa= n></li><li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bott= om:0pt; line-height:150%; font-family:serif; font-size:10pt">Introduce elementos l=C3=BAdicos porque inc= orpora puntos y competencia, elementos que no se observaban pero que las do= centes intu=C3=ADan como positivos</li><li class=3D"ListParagraph" s= tyle=3D"margin-left:9.35pt; margin-bottom:0pt; line-height:150%; font-famil= y:serif; font-size:10pt">Resp= onde a la necesidad docente al ofrecer una alternativa al dictado que las d= ocentes encuentran m=C3=A1s f=C3=A1cil y r=C3=A1pido de calificar, aunque d= e una manera m=C3=A1s motivadora</li></ul></td></tr><tr><td style=3D= "width:70.6pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top">Nombre: CuestionarioMisi=C3=B3n de retroalimentaci=C3=B3n</td><td style=3D"width:74= .95pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:0pt 5.4pt; vertical-align:top">Realizar una evaluaci=C3=B3n formativa que de retroalimentaci=C3=B3n inmed= iata y positiva sobre el esfuerzo y el progreso</td><td style=3D= "width:98.5pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 5.4pt; vertical-align:top">Al final de una unidad se aplica un cuestionario tipo concurso, qu= e incluye preguntas variadas e integra bonificaciones. Lo m=C3=A1s importan= te es que el docente al revisar los resultados grupales celebra los acierto= s y destaca el progreso del grupo</td><td style=3D"width:159.45p= t; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pad= ding:0pt 5.4pt; vertical-align:top"><ul style=3D"margin:0pt; padding-left:0= pt"><li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:= 0pt; line-height:150%; font-family:serif; font-size:10pt">Transforma el clima emocional pues busca gener= ar un ambiente de entusiasmo en lugar del clima ap=C3=A1tico, con momentos = de tensi=C3=B3n observado durante las evaluaciones.</li><li class=3D= "ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; line-height= :150%; font-family:serif; font-size:10pt">Proporciona retroalimentaci=C3=B3n formativa porque aborda la = falta de comentarios de retroalimentaci=C3=B3n positiva sobre el esfuerzo, = la creatividad o el progreso detectada en la observaci=C3=B3n </li><= li class=3D"ListParagraph" style=3D"margin-left:9.35pt; margin-bottom:0pt; = line-height:150%; font-family:serif; font-size:10pt">Satisface una demanda docente dado que proporciona = un m=C3=A9todo para valorar m=C3=A1s la creatividad o el esfuerzo al supera= r la tensi=C3=B3n que sent=C3=ADan entre la evaluaci=C3=B3n cuantitativa y = cualitativa</li></ul></td></tr></table>Nota. se observan los no= mbres de las actividades, el objetivo pedag=C3=B3gico, la descripci=C3=B3n = y din=C3=A1mica de la aplicaci=C3=B3n y el v=C3=ADnculo de la propuesta con= los resultados del diagn=C3=B3stico realizado.Las actividades desarrolladas en Wordwall se pueden observ= ar en los siguientes enlaces:<ul style=3D"margin:0pt; padding-le= ft:0pt"><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; margin-bo= ttom:0pt; text-align:justify; line-height:150%; padding-left:3.67pt; font-f= amily:serif; font-size:12pt">= Lectura comprensiva: <a href=3D"https://wordwall.net/es/resource/977= 47676" style=3D"text-decoration:none">https://wordwall.net/es/resource/97747676</spa= n></a></li><li class=3D"ListParagraph" style=3D"margin-left:32.33pt; margin= -bottom:0pt; text-align:justify; line-height:150%; padding-left:3.67pt; fon= t-family:serif; font-size:12pt">Reglas ortogr=C3=A1ficas: <a href=3D"https://wordwall.net/es/reso= urce/68763805" style=3D"text-decoration:none">https://wordwall.net/es/resource/68763= 805</a></li><li class=3D"ListParagraph" style=3D"margin-left:32.33pt= ; margin-bottom:0pt; text-align:justify; line-height:150%; padding-left:3.6= 7pt; font-family:serif; font-size:12pt">Ordenar palabras y formar los verbos: <a href=3D"https://= wordwall.net/es/resource/97747891" style=3D"text-decoration:none">https://wordwall.n= et/es/resource/97747891</a></li><li class=3D"ListParagraph" style=3D= "margin-left:32.33pt; margin-bottom:0pt; text-align:justify; line-height:15= 0%; padding-left:3.67pt; font-family:serif; font-size:12pt">Verbos, sustantivos y adjetivos: <a h= ref=3D"https://wordwall.net/es/resource/97748089" style=3D"text-decoration:= none">htt= ps://wordwall.net/es/resource/97748089</a></li></ul>Esta propuesta se fundamenta en los= hallazgos de la investigaci=C3=B3n, y utiliza una herramienta ya conocida = por las docentes lo que elimina una barrera tecnol=C3=B3gica y se facilita = su adopci=C3=B3n. La implementaci=C3=B3n sistem=C3=A1tica de estas activida= des est=C3=A1 dise=C3=B1ada para transformar la din=C3=A1mica del aula, ali= near las pr=C3=A1cticas evaluativas con un enfoque m=C3=A1s motivador y cum= plir con el objetivo de mejorar la experiencia de aprendizaje en el =C3=A1r= ea de lengua y literatura.<spa= n style=3D"font-family:'Times New Roman'; font-style:italic">3.5.</sp= an> Validaci=C3=B3n de la propuesta La validaci=C3=B3n definitiva de la pro= puesta se obtuvo mediante un riguroso proceso de consulta a cinco expertos = del =C3=A1mbito educativo, cuyos perfiles combinaban una s=C3=B3lida experi= encia en pedagog=C3=ADa de la lengua y literatura con una especializaci=C3= =B3n en tecnolog=C3=ADas aplicadas a la educaci=C3=B3n. Los resultados se e= xponen en la Tabla 5.Tabla 5Resultados de la validaci=C3=B3n= de la propuesta<table style=3D"width:426.95pt; margin-bottom:0p= t; padding:0pt; border-collapse:collapse"><tr style=3D"height:1pt"><td styl= e=3D"width:262.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">Indicadores</td><td style=3D= "width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:0pt 3.5pt; vertical-align:middle">1</td><td style=3D"width:24.2pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:middle">2</td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle">3</td><td style=3D"width:24.2pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">4<= /td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">5</td></tr><tr st= yle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle"><s= pan style=3D"font-family:'Times New Roman'">1. Relevancia: La propuesta res= ponde directamente a las necesidades diagnosticadas en el aula de cuarto gr= ado</td><td style=3D"width:25.85pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= middle">=EF=83= =BC </td><td style=3D"wid= th:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:Wingdings">=EF=83=BC &#= xa0; </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">= =EF=83=BC <sp= an style=3D"font-family:Wingdings"> </td><td style=3D"width= :24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = 0; &= #xa0;</td></tr><tr style=3D"height:1pt"><td style=3D"width:262.3= pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; pa= dding:0pt 3.5pt; vertical-align:middle">2. Actualidad: La propuesta integra estrategias pedag=C3=B3gicas actuales = como la gamificaci=C3=B3n, utilizando una herramienta digital para alinear = la pr=C3=A1ctica docente con las tendencias educativas que promueven un apr= endizaje din=C3=A1mico y tecnol=C3=B3gico</td><td style=3D"width= :25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC &#x= a0; = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:Wingdings">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td></tr><tr s= tyle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle"><= span style=3D"font-family:'Times New Roman'">3. Importancia: La propuesta e= videncia la importancia de las TAC para transformar la din=C3=A1mica en el = =C3=A1rea de Lengua y Literatura, pasando de un modelo enfocado en la corre= cci=C3=B3n de errores a uno que fomenta la participaci=C3=B3n, la colaborac= i=C3=B3n y la motivaci=C3=B3n intr=C3=ADnseca.</td><td style=3D"= width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:middle"><= span style=3D"font-family:Wingdings">=EF=83=BC = 0; </td><td style=3D"width:24.2pt; border-top:0.75pt sol= id #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical= -align:middle">=EF=83=BC <s= pan style=3D"font-family:'Segoe UI Symbol'"> </td><td style= =3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt sol= id #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:Wingdings">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">= =EF=83=BC <sp= an style=3D"font-family:'Segoe UI Symbol'"> </td></tr><tr s= tyle=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #00= 0000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align= :middle"><= span style=3D"font-family:'Times New Roman'">4. Recursos: Las actividades g= amificadas dise=C3=B1adas en Wordwall son pertinentes y conceptualmente ade= cuadas para el nivel de desarrollo y los intereses de los estudiantes de cu= arto grado.</td><td style=3D"width:25.85pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle">=EF=83=BC <= span style=3D"font-family:'Segoe UI Symbol'"> </td><td styl= e=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td><td s= tyle=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan>=EF=83=BC </span= > </td><td style=3D"w= idth:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:Wingdings">=EF=83=BC = </td></tr><tr style=3D"height:1pt"><td style=3D"width:2= 62.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle">5. Funcionalidad: La propuesta es funcional para el personal docente, = ya que se basa en una herramienta tecnol=C3=B3gica previamente conocida, lo= que facilita su adopci=C3=B3n, adaptaci=C3=B3n y aplicaci=C3=B3n inmediata= en el aula sin requerir una curva de aprendizaje elevada</td><t= d style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<spa= n style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block"= > </td><td style=3D"width:24.2pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">=EF=83=BC = ; </t= d><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC= </td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle"><= span style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </= span> </td></= tr><tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">6. Viabilidad: La impl= ementaci=C3=B3n de la propuesta es viable porque aprovecha los recursos tec= nol=C3=B3gicos existentes en la instituci=C3=B3n, los cuales fueron identif= icados como subutilizados en la fase de diagn=C3=B3stico</td><td= style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<span= style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block">= </td><td style=3D"width:24.2pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:middle">=EF=83=BC = </td= ><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:= 0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<s= pan style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-bloc= k"> </td><td style=3D"width:24.2pt; border-t= op:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.= 5pt; vertical-align:middle">=EF=83=BC<sp= an style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block= "> </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td></tr>= <tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-= align:middle">7. Pertinencia: Las activ= idades y sus objetivos pedag=C3=B3gicos se alinean de manera expl=C3=ADcita= con los contenidos y competencias del curr=C3=ADculo de Lengua y Literatur= a para el cuarto grado</td><td style=3D"width:25.85pt; border-to= p:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5= pt; vertical-align:middle">=EF=83=BC = 0; </= td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-botto= m:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC = </= p></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC &= #xa0; </td><t= d style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.7= 5pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<span= style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block">= </td></tr><tr style=3D"height:1pt"><td styl= e=3D"width:262.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:middle">8. Impacto en el Clima del Aula: La propuesta est=C3=A1 di= se=C3=B1ada para generar un impacto positivo en el ambiente de aprendizaje,= al transformar la evaluaci=C3=B3n en una experiencia l=C3=BAdica y colabor= ativa que busca reducir la ansiedad y fomentar una retroalimentaci=C3=B3n c= onstructiva</td><td style=3D"width:25.85pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:middle">=EF=83=BC <= span style=3D"font-family:'Segoe UI Symbol'"> </td><td styl= e=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = </td><td style=3D"width:24.2pt; border-top:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vert= ical-align:middle"><spa= n style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </spa= n> </td><td s= tyle=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt= solid #000000; padding:0pt 3.5pt; vertical-align:middle"><s= pan>=EF=83=BC </span= > </td><td style=3D"w= idth:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:Wingdings">=EF=83=BC = </td></tr><tr style=3D"height:1pt"><td style=3D"width:2= 62.3pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:middle">9. Organizaci=C3=B3n: Cada actividad de la propuesta contiene una estr= uctura clara y bien definida, lo que garantiza que el docente pueda compren= derla y ejecutarla de forma organizada y sin confusiones.</td><t= d style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC<spa= n style=3D"width:10.22pt; font:7pt 'Times New Roman'; display:inline-block"= > </td><td style=3D"width:24.2pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:middle">=EF=83=BC = ; </t= d><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; border-bottom= :0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC</span= > </td><td style=3D"width:24.2pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:middle">=EF=83=BC= </td><td style=3D"width:24.2pt; border-top:0.7= 5pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; v= ertical-align:middle"><= span style=3D"font-family:'Segoe UI Symbol'">=EF=83=BC </= span> </td></= tr><tr style=3D"height:1pt"><td style=3D"width:262.3pt; border-top:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertic= al-align:middle">10. Coherencia: La pro= puesta mantiene una s=C3=B3lida coherencia interna, articulando l=C3=B3gica= mente los hallazgos del diagn=C3=B3stico con la selecci=C3=B3n de la herram= ienta (Wordwall), el dise=C3=B1o de las actividades gamificadas y los objet= ivos de aprendizaje que se persiguen.</td><td style=3D"width:25.= 85pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:middle">=EF=83=BC = &#x= a0;</td><td style=3D"width:24.2pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:m= iddle">=EF=83= =BC </td><td style=3D"wid= th:24.2pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000= 000; padding:0pt 3.5pt; vertical-align:middle"><span= style=3D"font-family:Wingdings">=EF=83=BC &#= xa0; </td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">=EF=83=BC &#= xa0; <= /span></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; = border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middl= e">=EF=83=BC</= span> </td></tr><tr style=3D"hei= ght:1pt"><td style=3D"width:262.3pt; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :10pt">TOTAL</td><= td style=3D"width:25.85pt; border-top:0.75pt solid #000000; border-bottom:0= .75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><sp= an style=3D"font-family:'Times New Roman'">100% </td><td style=3D"width:24.2pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:middle">100%</td><td style=3D"width:24.2pt; border-top:0.= 75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; = vertical-align:middle">100%</td><td style=3D"width:24.2pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:middle">100%</spa= n></td><td style=3D"width:24.2pt; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:middle"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:10pt">100%</td><= /tr></table>Nota. resul= tados de la validaci=C3=B3n de la propuesta Los especialistas evaluaron la relevanci= a, actualidad, importancia, recursos, funcionalidad, viabilidad, pertinenci= a, impacto, organizaci=C3=B3n y coherencia de las actividades gamificadas, = y manifestaron un consenso favorable en torno a su valor. Destacaron la ali= neaci=C3=B3n entre el diagn=C3=B3stico de las problem=C3=A1ticas del aula y= el dise=C3=B1o l=C3=BAdico de las actividades, que transforman esos desaf= =C3=ADos en oportunidades de participaci=C3=B3n colaborativa. <p= style=3D"margin-bottom:0pt; text-align:justify; line-height:150%; font-siz= e:12pt">Asimismo, valoraron d= e forma positiva el uso estrat=C3=A9gico de Wordwall como una herramienta d= e acceso sencillo para eliminar barreras t=C3=A9cnicas y garantiza una adop= ci=C3=B3n =C3=A1gil por parte del cuerpo docente. Los expertos concluyeron = que la propuesta tiene una buena estructura para fomentar la motivaci=C3=B3= n intr=C3=ADnseca de los estudiantes y enriquecer de forma significativa la= experiencia de aprendizaje en el =C3=A1rea de Lengua y Literatura de la in= stituci=C3=B3n.3.6.<= span style=3D"font-family:'Times New Roman'; font-weight:bold; color:#76717= 1"> Pruebas de normalidadSe procedi=C3=B3 a comprobar el supuesto de normalidad de las= variables de estudio para determinar la pertinencia de utilizar pruebas pa= ram=C3=A9tricas o no param=C3=A9tricas en el an=C3=A1lisis. Los resultados = de este supuesto se exponen en la Tabla 6.Tabla 6Kolmogorov-Smirnova y Shapiro-Wil= k<table style=3D"width:395pt; margin-bottom:0pt; padding:0pt; bo= rder-collapse:collapse"><tr style=3D"height:15pt"><td rowspan=3D"2" style= =3D"width:112.8pt; border-top:0.75pt solid #000000; border-bottom:0.75pt so= lid #000000; padding:0pt 3.5pt; vertical-align:bottom"> </td><td colspan=3D"3" style=3D"width:11= 6.45pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:0pt 3.5pt; vertical-align:bottom">Kolmogorov-Smirnova<= /td><td colspan=3D"3" style=3D"width:144.75pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= bottom">Shapiro-Wi= lk</td></tr><tr style=3D"height:15pt"><td style=3D"width:53pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:bottom">Estad=C3=ADstico</td><td style=3D"width:32pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:bottom">gl</td><td style=3D"width:17.45pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:bottom">Sig.</td><td style=3D"width:53pt; border-top:0.75pt solid = #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-al= ign:bottom">Estad= =C3=ADstico</td><td style=3D"width:53pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:bottom">gl</s= pan></td><td style=3D"width:24.75pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:bottom= ">Sig.<= /td></tr><tr style=3D"height:30pt"><td style=3D"width:112.8pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:top">Variable partici= paci=C3=B3n estudiantil</td><td style=3D"width:53pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:top">0,441</td><td style=3D"width:32pt; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-alig= n:top">4= </td><td style=3D"width:17.45pt; border-top:0.75pt solid #000000; border-bo= ttom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"> </td><td s= tyle=3D"width:53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:0pt 3.5pt; vertical-align:top">0,630</td><td style=3D"width:= 53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:top">4</td><td style=3D"width:24.75pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:top">0,001</td></tr><tr style=3D"height:30pt"><td style=3D"width:= 112.8pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:top">Variable actividades gamificadas en Wordwall</td><td style= =3D"width:53pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid= #000000; padding:0pt 3.5pt; vertical-align:top">0,310</td><td style=3D"width:32pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:top">4</td><td style=3D"width:17.45pt; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; ve= rtical-align:top">&= #xa0;</td><td style=3D"width:53pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,916</p= ></td><td style=3D"width:53pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"><= span style=3D"font-family:'Times New Roman'">4</td><td style=3D"= width:24.75pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid = #000000; padding:0pt 3.5pt; vertical-align:top">0,515</td></tr><tr style=3D"height:= 15pt"><td colspan=3D"7" style=3D"width:388pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op"><spa= n style=3D"font-family:'Times New Roman'">a. Correcci=C3=B3n de significaci= =C3=B3n de Lilliefors</td></tr></table>Nota: To= madas de la base de datos de SPSSDada la naturaleza de la muestra, se aplic=C3=B3 l= a prueba de Shapiro-Wilk, considerada m=C3=A1s potente para muestras peque= =C3=B1as. Los resultados indicaron que la variable Participaci=C3=B3n estud= iantil no sigue una distribuci=C3=B3n normal, al obtener un resultado estad= =C3=ADsticamente significativo (W(4) =3D ,630, p =3D ,001). Por el contrari= o, la variable Actividades gamificadas en Wordwall s=C3=AD se ajusta a una = distribuci=C3=B3n normal porque su nivel de significancia no fue significat= ivo (W(4) =3D ,916, p =3D ,515). Esta divergencia en la distribuci=C3=B3n d= e los datos, con una de las variables que no cumple el supuesto de normalid= ad, justifica la elecci=C3=B3n de pruebas estad=C3=ADsticas param=C3=A9tric= as para el posterior an=C3=A1lisis correlacional o de comparaci=C3=B3n entr= e las variables y garantiza as=C3=AD la validez de los resultados.</= p>3.7. Correlaci=C3=B3n</spa= n>Para determin= ar la existencia de correlaci=C3=B3n entre las variables se calcul=C3=B3 el= coeficiente de correlaci=C3=B3n de Pearson, obteniendo los resultados de l= a Ta= bla 7.Tabla 7= Resultados del coeficiente de correlaci=C3=B3n de Pearson<= /p><table style=3D"width:428pt; margin-bottom:0pt; padding:0pt; border-coll= apse:collapse"><tr style=3D"height:45pt"><td colspan=3D"2" style=3D"width:2= 35pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:bottom"> </td><td style=3D"width:81pt; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-a= lign:middle">Varia= ble Participaci=C3=B3n Estudiantil</td><td style=3D"width:91pt; = border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddin= g:0pt 3.5pt; vertical-align:middle">Variable Actividades Gamificadas en Wordwall</= td></tr><tr style=3D"height:15pt"><td rowspan=3D"3" style=3D"width:112pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:top">Varia= ble participaci=C3=B3n estudiantil</td><td style=3D"width:116pt;= border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; paddi= ng:0pt 3.5pt; vertical-align:top">Cor= relaci=C3=B3n de Pearson</td><td style=3D"width:81pt; border-top= :0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5p= t; vertical-align:top">1</td><td style=3D"width:91pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,704</p= ></td></tr><tr style=3D"height:15pt"><td style=3D"width:116pt; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt;= vertical-align:top">Sig. (bilateral)= </td><td style=3D"width:81pt; border-top:0.75pt solid #000000; b= order-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; line-height:normal; font-size:10pt"> </td><td style=3D"wid= th:91pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #00000= 0; padding:0pt 3.5pt; vertical-align:top">0,296</td></tr><tr style=3D"height:15pt">= <td style=3D"width:116pt; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:0pt 3.5pt; vertical-align:top">N</td><td style=3D"width:81pt; border-top:= 0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt= ; vertical-align:top">160</td><td style=3D"width:91pt; border-top:0.75pt solid #000= 000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:= top">4</= td></tr><tr style=3D"height:15pt"><td rowspan=3D"3" style=3D"width:112pt; b= order-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding= :0pt 3.5pt; vertical-align:top">Varia= ble actividades gamificadas en Wordwall</td><td style=3D"width:1= 16pt; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; = padding:0pt 3.5pt; vertical-align:top">Correlaci=C3=B3n de Pearson</td><td style=3D"width:81pt; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt= 3.5pt; vertical-align:top">0,704</td><td style=3D"width:91pt; border-top:0.75pt so= lid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertica= l-align:top">1</spa= n></td></tr><tr style=3D"height:15pt"><td style=3D"width:116pt; border-= top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt 3= .5pt; vertical-align:top">Sig. (bilat= eral)</td><td style=3D"width:81pt; border-top:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:t= op">0,296</p= ></td><td style=3D"width:91pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top"> </td></tr><tr style=3D"height:1= 5pt"><td style=3D"width:116pt; border-top:0.75pt solid #000000; border-bott= om:0.75pt solid #000000; padding:0pt 3.5pt; vertical-align:top">N</td><td style=3D"width:81pt; border= -top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:0pt = 3.5pt; vertical-align:top">4</td><td style=3D"width:91pt; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:0pt 3.5pt; vertical-ali= gn:top">4</p= ></td></tr></table>Nota: Tomadas de la base de datos de SP= SSPara e= xplorar desde la perspectiva estad=C3=ADstica la relaci=C3=B3n entre el uso= de la plataforma y el involucramiento en clase, se calcul=C3=B3 el coefici= ente de correlaci=C3=B3n de Pearson entre las variables actividades gamific= adas en Wordwall y participaci=C3=B3n estudiantil. El an=C3=A1lisis revel= =C3=B3 un coeficiente de correlaci=C3=B3n (r) de 0.704. Este valor indica u= na correlaci=C3=B3n positiva considerable que pone de manifiesto una marcad= a tendencia en los datos: a medida que aumenta la percepci=C3=B3n sobre las= actividades gamificadas del mismo modo parece hacerlo la participaci=C3=B3= n de los estudiantes.Aunque el resultado no alcanza la significancia estad=C3=ADsti= ca (p =3D 0,296), debido al tama=C3=B1o reducido de la muestra analizada en= cuanto a los docentes (N=3D4), la fuerza de esta asociaci=C3=B3n es un hal= lazgo preliminar muy prometedor. Este coeficiente tan elevado indica que la= relaci=C3=B3n entre ambas variables es fuerte y merece ser explorada en fu= turas investigaciones con una muestra m=C3=A1s amplia porque podr=C3=ADa co= nfirmar que las actividades en Wordwall son un factor asociado a una mayor = participaci=C3=B3n estudiantil en el =C3=A1rea de lengua y literatura.</spa= n>4. &#= xa0; ConclusionesLa investigaci=C3=B3n parti=C3=B3 de = un diagn=C3=B3stico que revel=C3=B3 un modelo de ense=C3=B1anza en la </spa= n>= Escuela Fiscomisional Cristo Rey anclado en pr=C3=A1cticas tradicionales como la lectura por turn= os, el dictado y la copia. El an=C3=A1lisis inicial dej=C3=B3 en evidencia = que dicha metodolog=C3=ADa genera una participaci=C3=B3n estudiantil pasiva= , con atenci=C3=B3n variable y una escasa interacci=C3=B3n colaborativa. De= igual forma, las pr=C3=A1cticas evaluativas con su enfoque en la correcci= =C3=B3n de errores provocan ansiedad en el alumnado y deval=C3=BAan aspecto= s como el esfuerzo o la creatividad. El cuestionario de validaci=C3=B3n, ap= licado como fase fundamental de este estudio, confirma esta desconexi=C3=B3= n, pues la contundente respuesta positiva de los estudiantes hacia una nuev= a metodolog=C3=ADa no solo manifiesta su inter=C3=A9s por la innovaci=C3=B3= n, sino que constituye una prueba irrefutable de la necesidad de superar la= s limitaciones del modelo pedag=C3=B3gico actual.<span= style=3D"font-family:'Times New Roman'">Frente a este escenario, la propue= sta de una serie de actividades gamificadas en la plataforma Wordwall adqui= ere una solidez y pertinencia notables. Las actividades "Abre la caja", "Pe= rsecuci=C3=B3n en laberinto", "Desaf=C3=ADo ortogr=C3=A1fico" y el "Cuestio= nario de Misi=C3=B3n de retroalimentaci=C3=B3n" ya no son meras hip=C3=B3te= sis, sino soluciones concretas cuyo potencial fue validado por sus futuros = usuarios. La alta disposici=C3=B3n de los estudiantes hacia el trabajo en e= quipo, con un 78,25% a favor, respalda la estructura colaborativa de juegos= como "Abre la caja". Asimismo, la percepci=C3=B3n generalizada, superior a= l 82%, de que un formato de juego reducir=C3=ADa los nervios de una evaluac= i=C3=B3n, posiciona la propuesta no solo como una herramienta de aprendizaj= e, sino como un instrumento con el poder de transformar el clima emocional = del aula y resignificar el error como una parte natural del proceso. El dis= e=C3=B1o, por tanto, fomenta la participaci=C3=B3n activa y aprovecha los r= ecursos tecnol=C3=B3gicos desde una base de alta aceptaci=C3=B3n previa.</s= pan>Este estudi= o, en su forma final, aporta una soluci=C3=B3n pr=C3=A1ctica y contextualiz= ada que responde con rigor a una problem=C3=A1tica local. Su mayor contribu= ci=C3=B3n, sin embargo, es el establecimiento de un precedente metodol=C3= =B3gico sobre c=C3=B3mo la gamificaci=C3=B3n puede ser un veh=C3=ADculo efi= caz para revitalizar la ense=C3=B1anza de la Lengua y Literatura, con el re= spaldo de datos que validan su dise=C3=B1o antes de la implementaci=C3=B3n.= La propuesta posee el potencial verificado para catalizar una transformaci= =C3=B3n profunda del clima del aula, para incrementar la motivaci=C3=B3n in= tr=C3=ADnseca de los estudiantes y para alinear las pr=C3=A1cticas docentes= con un enfoque educativo que la propia comunidad estudiantil se=C3=B1alo c= omo deseable. Se ofrece as=C3=AD un camino claro para construir una experie= ncia de aprendizaje m=C3=A1s din=C3=A1mica, participativa y, en definitiva,= significativa para los ni=C3=B1os.5.<s= pan style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&= #xa0; Conflicto de intereses<= p style=3D"text-align:justify; line-height:115%; font-size:12pt">Los autores declaran que no existe conf= licto de intereses en relaci=C3=B3n con el art=C3=ADculo presentado.= 6. = 0; Declaraci=C3=B3n de contribuci=C3=B3n de lo= s autoresTodos autores cont= ribuyeron significativamente en la elaboraci=C3=B3n del art=C3=ADculo.</spa= n>7. = ; Costos de financiamiento La presente investigaci=C3=B3n fue financiada en su totalidad = con fondos propios de los autores.8. Re= ferencias Bibliogr=C3=A1ficas<s= pan style=3D"font-family:'Times New Roman'">Borjas Garc=C3=ADa, J. E. (2020= ). Validez y confiabilidad en la recolecci=C3=B3n y an=C3=A1lisis de datos = bajo un enfoque cualitativo . 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BMC Medical Education, = 25(1), 274. <a href=3D= "https://doi.org/10.1186/s12909-025-06822-7" style=3D"text-decoration:none"= >https://= doi.org/10.1186/s12909-025-06822-7</a> <img src=3D"data:image/= jpeg;base64,/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAEBAQEBAQEBAQEBAQEBAQEBAQEBAQE= BAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQH/2wBDAQEBAQEBAQEBAQ= EBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQEBAQH/w= AARCABAAHoDASIAAhEBAxEB/8QAHgAAAwEAAgMBAQAAAAAAAAAABwkKCAQGAAILAQX/xABLEAAA= BgIABAMBCA4GCwEAAAABAgMEBQYHCAAJERITFCEVCjFBUXeRtrcWGSIjJDg5YXFyc6HB8BcYN0K= B0RonUlNVWGeGpbHS1f/EABwBAAIBBQEAAAAAAAAAAAAAAAAHCAECAwUGBP/EADsRAAIBAwIDBA= YHBwUAAAAAAAECAwQFEQASBhMhBzFBUQgiMjdhkRRxc3ahs8EVI0JDgbTwJzaTpOH/2gAMAwEAA= hEDEQA/ALGsJ8xjTPYOTawGM87VJ5ZpBVNuwq9j9p0mxyLpYe1NpFRNyYwjqYcmEQKCMOV8fu9A= AQD1wDzzM25ewXjTX61YcyNbMczjvJc+0fPqrMOY0sm0QrPmEmcs1SP5OXYlcFKsDKSbu2hlAA3= giPURlQ1wKA7E4CH4RzXiz17jB795gw98Pzfz8PFMPuiIvTCWuoh8OUbGI/41E/X5x6fMA8Svl7= 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