Gamification and Recycled Materials as Mediators of Literacy Processes

Abstract

Literacy processes constitute a central axis in students’ comprehensive education, as they enable access to knowledge, the development of critical thinking, and active participation in social and academic contexts. However, in educational settings characterized by socioeconomic vulnerability, significant difficulties persist in reading comprehension and written production, often associated with traditional teaching practices, low school motivation, and limited access to innovative instructional resources. The aim of this study was to analyze the impact of gamification and the use of recycled materials as pedagogical mediators in strengthening literacy processes among fifth-grade primary school students. The research adopted a mixed-methods approach with a case study design and was conducted at the Institución Educativa 20 de Enero in Sincelejo, Sucre. Data collection techniques included initial and final diagnostic tests, direct classroom observation recorded through field journals, and analysis of students’ written productions. The results revealed significant improvements in reading comprehension, particularly at the literal and inferential levels, as well as advances in textual coherence, cohesion, and organization in written production. Additionally, increased motivation, active participation, and collaborative work were observed. It is concluded that the integration of gamification and recycled materials represents an innovative, relevant, and feasible pedagogical strategy for strengthening literacy processes in vulnerable educational contexts, contributing to the transformation of teaching practices in primary education.