Gamification and collaboration to strengthen reading comprehension in rural-urban Primary Education

Abstract

This article presents an educational initiative aimed at strengthening reading comprehension among fifth-grade students at an urbanrural school in the municipality of Chanco, Maule, Chile. The initiative arose from an assessment that revealed difficulties in the inferential and critical dimensions of reading comprehension, low rates of independent reading, and a primarily instrumental attitude toward reading. In response, the “Reading through Missions and Rewards” strategy was designed and implemented, based on gamification, collaborative learning, teacher mediation, and systematic monitoring. The intervention consisted of seven sessions integrated into the Language and Communication course, utilizing a reading passport, progressive missions, group challenges, playful resources, and symbolic rewards. The evaluation process included pre- and post-intervention tests, surveys on motivation and reading habits, checklists, field notes, and classroom evidence. The results show improvements in reading comprehension, particularly in the inferential dimension, along with improvements in motivation, participation, and willingness to read. It is concluded that gamification, combined with collaboration and pedagogical support, can foster more active, meaningful, and inclusive reading experiences in elementary education.