Integration of digital educational games to promote the learning of Language and Literature

Abstract

This study aimed to propose a teaching strategy that integrates digital educational games to promote the learning of Language and Literature. The mixed method was used; descriptive type, of transversal temporality. Its design was sequential. The study population was made up of two parts, the first were three experts in education and technology and the second, 152 students of 9th grade of basic education of the Educational Unit of the Naval High School of Guayaquil. The sample was made up of the 3 experts and 108 schoolchildren; a stratified sampling was applied, obtaining 27 students in each parallel, selected at random. A questionnaire and two semi-structured interviews were applied. The results revealed deficiencies in the skills of reading comprehension and writing, evidenced by high percentages of insecurity and lack of confidence. With over 82% of learners expressing doubts about their understanding of texts, along with 84.26% who do not feel able to identify the main ideas, it is essential to recognize the urgent need to review and adapt teaching strategies in the classroom. The lack of motivation and enjoyment in writing, as well as the scarce application of digital tools, show that current pedagogical approaches may not be the most effective in capturing the interest and fostering the skills of students. As a contribution, the teaching strategy: “Learning Language and Literature with Digital Games” was designed, which was validated by experts who reflect a robust support for the designed strategy. In conclusion, by incorporating digital games, it is expected to improve reading comprehension and creative writing, fostering an educational environment where students feel safe and excited about learning.