El uso de juegos virtuales en el desarrollo de la conciencia fonológica de los estudiantes de segundo grado de educación general básica de la fundación cultural y educativa Ambato “Unidad Educativa Atenas”

Abstract

This study analyzes the use of virtual games in the development of phonological awareness among second-grade students in general basic education at the Ambato Cultural and Educational Foundation's Atenas Educational Unit. The research adopted a mixed approach: qualitative in establishing the variables and describing the use and perceptions of teachers regarding virtual games; and quantitative in analyzing numerical data. The design was pre-experimental, exploratory, and descriptive, using bibliographic and field research methods. The population consisted of 34 students and two teachers. The students were given a pretest and posttest consisting of 10 items aimed at identifying the initial, middle, and final sounds through images and their position on the phonological ruler. At the same time, the teachers were interviewed using a script of structured questions. This research falls within the field of social and educational behavior. The importance of the study lies in the fact that phonological awareness is a key predictor of success in reading and writing. The current situation is reflected in the incorporation of digital tools in skills development, thus responding to the demands of the current digital age. As a result of the intervention, an increase in the level of phonological awareness was obtained, evidenced by the difference in means: from 7.57 in the pretest (achieves the required learning) to 9.21 in the posttest (masters the required learning). It is concluded that teachers show a favorable perception and openness towards virtual games, and their use contributes to the development of phonological awareness.