Metaverso como estrategia didáctica para la compresión lectora en los estudiantes del cuarto año de educación general básica B en la asignatura lengua y literatura de la Unidad Educativa del Milenio Gral. Eloy Alfaro Delgado.

Abstract

Currently, the incorporation of Information and Communication Technologies (ICT) in the educational field has proven to be very useful, generating positive changes in the way teachers carry out their practice. However, one of the main challenges lies in the lack of skills to handle these technologies, affecting academic performance. It is important to highlight that the metaverse has emerged as an innovative option in the educational field, being adopted as a new teaching modality. This technology has established itself as an effective didactic strategy, capable of capturing students' interest in various subjects. In addition to making classroom hours more attractive, the metaverse promotes immersive learning, where each student experiences it personalized. Therefore, this research aimed to create a metaverse as a didactic strategy for reading comprehension in fourth-year students of General Basic Education in the Language and Literature subject at the "Gral. Eloy Alfaro Delgado" Millennium Educational Unit. For the development and construction of this virtual world, the Blender platform was used for 3D modeling and the Unreal Engine software. The metaverse was developed with the aim of improving student interaction with the contents and activities that were implemented. Additionally, for the creation of the metaverse, the ADDIE model was used, which served as a key reference in the planning and structuring of educational activities and resources, essential for both research and prototype development. The research study focuses on the research approach based on designs and the combination of qualitative and quantitative methods. Two experiments were carried out: first, an interview was conducted with the subject teacher to gather their feedback on the prototype and possible necessary modifications. In the second experiment, students used and explored the content implemented in the prototype. Subsequently, a survey with eight questions based on a Likert scale was conducted to collect students' opinions on their experiences within the metaverse. Finally, the analysis of the results indicates that the implementation of the metaverse was effective, as it improved reading comprehension and student participation with the contents that were carried out in the prototype.