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Vol. 27. Issue 1.
Pages 38-46 (January - June 2022)
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Vol. 27. Issue 1.
Pages 38-46 (January - June 2022)
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students
Juega y aprende: Influencia de la gamificación y aprendizaje basado en juego en los procesos lectores de alumnado de secundaria
Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra
Corresponding author

Corresponding author.
, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez
University of Almería, Spain
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Figures (2)
Tables (7)
Table 1. Study participants
Table 2. Board games selected
Table 3. Reliability analyses
Table 4. Means and typical deviations in each phase of PROLEC-SE scores for experimental groups and control group
Table 5. Differences in PROLEC-SE between study groups in each of the phases using ANOVA (pretest and post-pretest)
Table 6. Differences in PROLEC-SE scores between immigrant students with a different language from Spanish belonging to the experimental and control groups
Table 7. Differences in PROLEC-SE scores between students with dyslexia belonging to experimental and control groups
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The present study aims to evaluate the effectiveness of an educational gamification program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (M = 14.42, SD = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.

Game-based learning
Reading processes
Reader competence
Specific learning difficulties
Immigrant students

El presente estudio tiene como finalidad evaluar la eficacia de un programa de gamificación educativa en los procesos lectores de alumnado de secundaria. Se realiza un diseño cuasiexperimental de comparación entre grupos con medidas pretest y postest con una muestra de 271 estudiantes (M = 14.42, DT = 0.72). Se emplea la batería de evaluación de los procesos lectores PROLEC-SE. El programa de intervención consta de 7 o 15 sesiones de 1 hora, y se comparan los resultados de dos grupos experimentales y un grupo control. Los resultados indican que, en comparación con el grupo control, los grupos experimentales mejoran significativamente su puntuación en procesos lectores. Se discuten y analizan las implicaciones de los resultados obtenidos, las limitaciones del estudio y algunas recomendaciones para futuras investigaciones.

Palabras clave:
Aprendizaje basado en juego
Procesos lectores
Competencia lectora
Dificultades específicas de aprendizaje
Alumnado inmigrante


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