The Effect of Digital Reading on Edpuzzle to Improve Reading for Specific Information
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| Autores: | , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2024 |
| Descripción: | This action research study focused on determining the contribution of digital reading through the Edpuzzle platform to improve reading comprehension in 21 fifth-grade students from a municipal elementary school in Chile. It was carried out over seven sessions during which reading comprehension activities in Edpuzzle were used to identify specific information. Data were collected through statistics provided by Edpuzzle, a Likert scale, and two focus groups. Although the results did not reveal significant progress in the evaluated skill, most participants expressed a positive perception of their performance during the interventions. Therefore, these findings may be relevant for those seeking to use online platforms like Edpuzzle to improve students' reading comprehension, as despite the lack of evident improvements, participants enjoyed the activities and experienced a sense of achievement. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/60196 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/filyling/article/view/60196 |
| Palabra clave: | action research intentional vocabulary learning perceptions Edpuzzle young learners investigación acción aprendizaje intencional de vocabulario percepciones educación primaria |