Interactive digital environments in the development of literacy skills in basic general education

Abstract

Introduction: The problem identified lies in the need to evaluate how the use of digital platforms, artificial intelligence, educational video games and immersive technologies influence the acquisition and strengthening of reading and writing skills in the school context. Objectives: The general objective of this research was to analyze the impact of interactive digital environments on the development of reading and writing in Basic General Education students in the "5 de Junio" Educational Unit, in the Sucúa canton, province of Morona Santiago, during the 2022-2023 school year. Methodology: The methodology used was quantitative, cross-sectional, and correlational, with a non-experimental design, applying a structured survey with a Likert scale to 260 students. Descriptive and correlational statistical analyses were performed using Spearman's coefficient to determine the relationship between the variables. Results: The main results showed that immersive technologies and artificial intelligence have a positive impact on reading comprehension and written production, with significant correlations (0.664** and 0.821**, respectively). However, the use of digital platforms showed a negative understanding of reading comprehension (-.146*), suggesting that its effectiveness depends on the pedagogical approach employed. Conclusions: It was concluded that technology can enhance reading and writing but requires strategic implementation in the classroom. Teacher training, the progressive integration of digital tools and combined methodologies that favor meaningful learning are recommended. General area of study: education. Specific area of study: Educational technologies / literacy in Basic Education. Item Type: Original