Tertulias dialógicas y gamificación: nuevas rutas hacia el fortalecimiento de la comprensión lectora a través de comunidades de aprendizaje

Abstract

This study presents an educational proposal that integrated two innovative approaches: learning communities through dialogic discussions and gamification, with the aim of strengthening reading comprehension in elementary school students. The main objective was to analyze how dialogic interaction and playful dynamics could foster meaningful and motivating learning processes in the classroom. The methodology was developed using a qualitative approach with elements of pedagogical intervention, which included the implementation of dialogic discussions to encourage critical and collective reflection on texts, and the incorporation of gamification strategies, such as the assignment of points and rewards, to encourage ongoing participation. The study also included teacher training and awareness-raising to ensure the proper implementation of the strategies. The results showed a progressive improvement in students' reading comprehension, as well as an increase in motivation, engagement, and collaborative interaction within the group. Furthermore, it was observed that the flexible and inclusive environments facilitated adaptation to different learning levels and paces, which strengthened cohesion among participants. It was concluded that the combination of dialogic discussions and gamification was an effective pedagogical strategy, capable of enhancing both reading comprehension and academic motivation. It was also highlighted that teacher training was a determining factor in the sustainability and success of the proposed model.