Development of Reading Skills Through the Application of Easyreading Gamification Tools and Jigsaw Activities
Valeria Mendoza-Chavarría*, Daniel Alejandro Robles-Ortega, Carmen Beatriz Gutiérrez-Heras and Mónica Graciela Vinuez-Mayorga
ABSTRACT
This research studies the implementation of the Easy Reading digital resource and jigsaw activities on reading comprehension. The objective is to evaluate the effects of Easy Reading and online jigsaw activities on second-level English language students in higher education and thus establish their reading comprehension level. The study begins by identifying appropriate techniques for applying Easy Reading and jigsaw activities, followed by determining students’ reading comprehension levels through a pretest and correlating Easy Reading, jigsaw activities, and reading comprehension. The methodology employs an experimental research approach, using readings from the Easy Reading website. Students focused on activities before, during, and after reading.The experimental group also participated in jigsaw activities. The analysis was conducted through a reading comprehension assessment administered at the beginning and end of the experiment. To test the hypothesis, a non-parametric analysis was applied using data symmetry testing to determine whether the experiment conducted in the studies yielded the expected results. The results revealed that both groups improved their reading comprehension; however, the experimental group improved significantly, as jigsaw activities were used, allowing researchers to define the students’ learning style and pace.
