Exploring the role of interactive games in improving Spanish spelling skillsA Mobile App study

  1. Vázquez-Cano, Esteban 1
  2. Bernal-Bravo, César 2
  3. Ballesteros-Regaña, Cristóbal 3
  4. López-Meneses, Eloy 4
  1. 1 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Localización geográfica de la organización Universidad Nacional de Educación a Distancia
  2. 2 Universidad Rey Juan Carlos
    info
    Universidad Rey Juan Carlos

    Madrid, España

    ROR https://ror.org/01v5cv687

    Localización geográfica de la organización Universidad Rey Juan Carlos
  3. 3 Universidad de Sevilla
    info
    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

    Localización geográfica de la organización Universidad de Sevilla
  4. 4 Universidad Pablo de Olavide
    info
    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

    Localización geográfica de la organización Universidad Pablo de Olavide
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Revista:
EDMETIC

ISSN: 2254-0059

Año de publicación: 2025

Volumen: 14

Número: 1

Tipo: Artículo

DOI: 10.21071/EDMETIC.V14I1.17374 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EDMETIC

Resumen

Este estudio tiene como objetivo investigar el impacto de una aplicación móvil especialmente diseñada, GAUBI, en la competencia ortográfica del español por estudiantes de Educación Primaria. Utilizando un diseño cuasi-experimental, se plantea la hipótesis de que GAUBI mejoraría significativamente el rendimiento ortográfico. Además, examinamos la relación entre el tipo y la duración del juego, específicamente los juegos arcade, de investigación y de ficción, y las mejoras en la competencia ortográfica. El estudio involucró a 114 estudiantes españoles de Educacion Primaria, quienes completaron un pretest para establecer su nivel de competencia ortográfica. Tras un período de uso de la aplicación, se administró una prueba posttest para evaluar los cambios en el rendimiento. El contenido de las pruebas pretest y posttest se alinearon con el currículo de Educación Primaria en español. Las pruebas t de muestras emparejadas compararon las puntuaciones de los resultados del pretest y posttest, revelando mejoras estadísticamente significativas en el rendimiento ortográfico, con un tamaño del efecto grande (d de Cohen = 0.80). Los coeficientes de correlación de Pearson exploraron la asociación entre el tipo de juego y los resultados ortográficos, identificando correlaciones positivas significativas para los juegos de "Investigación" y "Ficción", mientras que los juegos "Arcade" no mostraron una relación clara. Estos hallazgos sugieren que los juegos basados en narrativas e investigación son particularmente efectivos para mejorar las habilidades ortográficas. Los resultados apoyan el uso de la gamificación, especialmente a través de juegos colaborativos y ricos en narrativas, como una estrategia beneficiosa para practicar la ortografía en español.

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