<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000100086</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i10.104</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto de la gamificación en el desarrollo de la comprensión lectora en estudiantes de primaria de una institución educativa pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Effect of gamification on the development of reading comprehension in primary school students from a public educational institution]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeito da gamificação no desenvolvimento da compreensão de leitura em alunos do primário de uma instituição de educação pública]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[Wilmer García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mathews]]></surname>
<given-names><![CDATA[Willy Gastello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lachira]]></surname>
<given-names><![CDATA[Gladys Felícita Rumiche]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Criollo]]></surname>
<given-names><![CDATA[Norma Olenka Chuquihuanga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Piura  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>10</numero>
<fpage>86</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000100086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000100086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000100086&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora es una capacidad que las personas deben desarrollar para adquirir conocimiento y potenciar otras competencias. El artículo tiene como objetivo, determinar cuál es el efecto de la gamificación en el desarrollo de la comprensión lectora en estudiantes de quinto y sexto grado de primaria. Utiliza un diseño cuasi-experimental con grupos de control y experimental, evaluando tres dimensiones de la comprensión lectora: literal, inferencial y criterial, a través de pruebas pretest y postest. El instrumento fue una rúbrica validada por expertos, con una confiabilidad de 0.92. Los resultados muestran una mejora significativa en el grupo experimental, con un 90% de los estudiantes alcanzando el nivel más alto de comprensión en el postest. Se concluye que la gamificación es una estrategia eficaz para mejorar la comprensión lectora en todas sus dimensiones, especialmente en contextos de recursos limitados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension is a skill that people must develop in order to acquire knowledge and enhance other skills. The article aims to determine the effect of gamification on the development of reading comprehension in fifth and sixth grade students. It uses a quasi-experimental design with control and experimental groups, evaluating three dimensions of reading comprehension: literal, inferential and criterion-based, through pretest and posttest tests. The instrument was a rubric validated by experts, with a reliability of 0.92. The results show a significant improvement in the experimental group, with 90% of students reaching the highest level of comprehension in the posttest. It is concluded that gamification is an effective strategy to improve reading comprehension in all its dimensions, especially in contexts of limited resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A compreensão de leitura é uma capacidade que as pessoas devem desenvolver para adquirir conhecimentos e aprimorar outras habilidades. O objetivo do artigo é determinar o efeito da gamificação no desenvolvimento da compreensão de leitura em alunos do quinto e sexto ano. Utiliza um desenho quase-experimental com grupos controle e experimental, avaliando três dimensões da compreensão leitora: literal, inferencial e criterial, por meio de testes de pré e pós-teste. O instrumento foi uma rubrica validada por especialistas, com confiabilidade de 0,92. Os resultados mostram uma melhoria significativa no grupo experimental, com 90% dos alunos atingindo o nível mais alto de compreensão no pós-teste. Conclui-se que a gamificação é uma estratégia eficaz para melhorar a compreensão da leitura em todas as suas dimensões, especialmente em contextos com recursos limitados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Estrategia pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa.]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical strategy]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão leitora]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[estratégia pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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