Gamification as a Pedagogical Strategy for the Strengthening of Reading Comprehension in Basic Primary School

Abstract

This study explores the impact of a pedagogical proposal based on gamification to improve reading comprehension in fifth-grade primary school students in Montería, Colombia. Through a qualitative approach with an action-research design, four phases were developed: diagnosis, proposal design, implementation, and evaluation. The gamified platform Ta-tum was implemented, allowing students to engage with reading activities organized as literary cases for detectives, earning points and medals. Results show significant improvement in literal and inferential levels, while critical reading skills demonstrated slight progress. The findings highlight that gamification not only increases student motivation and participation but also contributes to the development of reading competencies. This approach reinforces the need to integrate innovative technological tools into the teaching-learning process.