Hugo: Juguete físico-virtualizable para el desarrollo de la comprensión lectora en estudiantes de 1ero a 3ero de primaria en colegios públicos de Lima Sur
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Date
2023-09-04
Authors
Regaira Panfichi, Micaela Sofía
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Pontificia Universidad Católica del Perú
Abstract
En Lima, en el distrito de Villa María del Triunfo, existe una escasez de hábitos de
lectura que estimulen la comprensión lectora, con base en la aplicación del
pensamiento crítico y creativo mediante el uso del juego y plataformas digitales
para niños de 1ero a 3er año de primaria. Como marco teórico, se revisó las “4C’s
of education” como base metodológica y la “Educación Ambiental” como enfoque
pedagógico; la “Educación en la creatividad” apoyado en “M-Learning” y
“Gamification” como parámetros para el aprendizaje interactivo; y el “Design for
Behavioral Change” como enfoque de diseño para influir y formar el
comportamiento del usuario. En el estado del arte, se revisaron productos
relacionados al desarrollo metodológico y práctico de la comprensión lectora, la
educación a distancia en el Perú y juguetes físico-virtualizables, de los cuales no
se hallaron productos o sistemas que refuercen los hábitos lectores más allá de
métodos formales entre un enfoque académico o uno lúdico y tome en cuenta los
requerimientos de inserción en el entorno público. En respuesta a ello, se
desarrolla “Hugo”, un juguete educativo físico-virtualizable, que busca generar un
vínculo emocional para estimular la comprensión lectora, a través de medios
interactivos para el desarrollo del pensamiento crítico y la creatividad. Se
realizaron estudios inductivos, de conceptualización participativos y de validación
de la propuesta. Luego de analizar los resultados, se concluye que “Hugo” brinda
un soporte emocional enfocado en la educación semipresencial, y, a través del uso
de herramientas digitales, genera hábitos intrínsecos de lectura como inicio de
desarrollo para la comprensión lectora.
Inside the Villa María del Triunfo district in Lima- Peru, there is a shortage of reading habits that stimulate reading comprehension. This is based on the application of critical and creative thinking through the use of games and digital platforms for children from 1st to 3rd grade of primary school. As a theoretical framework, the “4C's of Education” was reviewed as a methodological basis and “Environmental Education” as a pedagogical approach; “Education in creativity” supported by “M-Learning” and “Gamification” as parameters for interactive learning; and Design for Behavioral Change as a design approach to influence and shape user behavior. In the state of the art, products related to the methodological and practical development of reading comprehension, remote education in Peru and physical-virtualizable toys were reviewed, of which no products or systems were found that reinforce reading habits beyond formal methods between an academic approach or a playful one and take into account the requirements of insertion in the public environment. In response to this, "Hugo" is developed, a physical-virtualizable educational toy, which seeks to generate an emotional bond to stimulate reading comprehension, through interactive media for the development of critical thinking and creativity. Inductive studies, participatory conceptualization and validation of the proposal were carried out. After analyzing the results, it is concluded that "Hugo" provides emotional support focused on blended education, and, through the use of digital tools, generates intrinsic reading habits as a start of development for reading comprehension.
Inside the Villa María del Triunfo district in Lima- Peru, there is a shortage of reading habits that stimulate reading comprehension. This is based on the application of critical and creative thinking through the use of games and digital platforms for children from 1st to 3rd grade of primary school. As a theoretical framework, the “4C's of Education” was reviewed as a methodological basis and “Environmental Education” as a pedagogical approach; “Education in creativity” supported by “M-Learning” and “Gamification” as parameters for interactive learning; and Design for Behavioral Change as a design approach to influence and shape user behavior. In the state of the art, products related to the methodological and practical development of reading comprehension, remote education in Peru and physical-virtualizable toys were reviewed, of which no products or systems were found that reinforce reading habits beyond formal methods between an academic approach or a playful one and take into account the requirements of insertion in the public environment. In response to this, "Hugo" is developed, a physical-virtualizable educational toy, which seeks to generate an emotional bond to stimulate reading comprehension, through interactive media for the development of critical thinking and creativity. Inductive studies, participatory conceptualization and validation of the proposal were carried out. After analyzing the results, it is concluded that "Hugo" provides emotional support focused on blended education, and, through the use of digital tools, generates intrinsic reading habits as a start of development for reading comprehension.
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Juguetes--Diseño y construcción, Comprensión de lectura, Pensamiento crítico, Creatividad, Educación primaria--Perú--Lima
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