Espinosa Pinos, Carlos Alberto
Thumbnail Image
Preferred name
Espinosa Pinos, Carlos Alberto
Main Affiliation
Ambato
Email
carlosespinosa@uti.edu.ec
ORCID
Scopus Author ID
57982477900

Research Output
Now showing 1 - 2 of 2
No Thumbnail Available
Publication

The Impact of Gamification on Reading Comprehension: Transforming Literacy Skills Among High School Students in Puyo, Ecuador

2025 , Moyano Barahona, Álvaro , Espinosa Pinos, Carlos Alberto , Amaluisa Rendón, Paulina Magally

This research investigates the impact of gamification on reading comprehension among high school students in Puyo and Pastaza, Ecuador, where traditional methods face challenges compounded by limited technology access, COVID-19 disruptions, and specific community needs. Addressing the inadequacy of traditional approaches, the study explores gamification's potential to improve literacy skills. Employing a quantitative approach, the study involved 100 students divided into experimental and control groups. The experimental group received a gamified intervention using digital tools like Genially, while the control group followed traditional teaching methods. Reading comprehension was assessed using the PROLEC test, evaluating multiple dimensions of reading ability. The experimental group demonstrated significant improvements in reading comprehension, particularly in lexical selection, semantic categorization, and expository comprehension (p < 0.001). Student surveys confirmed increased engagement and motivation through gamification. The findings highlight the positive influence of digital gamification on reading development and critical thinking skills. Gamification positively impacts student engagement and academic performance in reading comprehension, offering an effective and replicable strategy for similar educational settings. However, the study underscores the necessity of robust technological infrastructure and adequate training for educators and students to fully leverage these strategies, ensuring improved literacy skills within challenging environments and addressing existing gaps in public education.

View
No Thumbnail Available
Publication

Active Learning Strategies in Geometry: Effectiveness of a Gamified Digital Application at the Upper Basic Level

2025 , Ruiz Vega, Andrés , Espinosa Pinos, Carlos Alberto , Núñez Torres, María Giovanna

This research addresses the low effectiveness of traditional methodologies in teaching geometry to students of higher basic education, which has contributed to the low performance in mathematical competencies. In view of this situation, the implementation of a gamified digital application is proposed to promote a more participatory and meaningful learning. The type of sampling is non-probabilistic by convenience, so 99 students were considered. The research technique used is the survey addressed to students. The instruments used were: a questionnaire to determine the methodological strategies currently used by teachers; and a written test to measure the level of geometric reasoning according to Van Hiele. Both instruments were validated in content and construct by means of the expert judgment technique. The results obtained show that the use of traditional strategies predominates in the process of learning geometry in the classroom, and that 92% of the students, regarding their level of geometric reasoning, are at level 2 (low) out of 6 (complete); This can be corroborated by the significant differences between the pre-test and post-test after the application of the gamified tool; therefore, it is concluded that this proposal is valid to be implemented in traditional educational scenarios and thus ensure meaningful learning of geometry at the upper elementary level.

View