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Use of the Educaplay Educational Platform in

the Literacy Process of Primary Education

Students (ISCED Level 1)

Uso de la plataforma educativa Educaplay en el proceso

de lectoescritura en estudiantes de educación primaria

(nivel ISCED 1)

Elizabeth Pesántez-Carmona

Universidad Nacional de Educación, Azogues, Ecuador

Maestría en Tecnología e Innovación Educativa

pepesantez@unae.edu.ec

https://orcid.org/0009-0002-7885-1107

Diana Cevallos-Benavides

Universidad Nacional de Educación, Azogues, Ecuador

Maestría en Tecnología e Innovación Educativa

diana.cevallos@unae.edu.ec

https://orcid.org/0000-0002-5924-5737

(Received on: 19/07/2025; Accepted on: 1/08/2025; Final version received on: 12/12/2025

Suggested citation: Pesántez-Carmona, E. y Cevallos-Benavides D. (2026). Use of the

Educaplay Educational Platform in the Literacy Process of Primary Education Students

(ISCED Level 1). Revista Cátedra, 9(1), 90-112.

Abstract

This research was conducted in a public school located in the urban center of Cuenca,

Ecuador, with primary school students (ISCED Level 1) who are experiencing difficulties in

developing literacy skills. To address this problem, a pedagogical intervention was designed

based on the Technological Pedagogical Content Knowledge (TPACK) model and the

theoretical foundations of constructivism and constructionism, integrating the use of the

Educaplay educational platform as a technological resource for developing interactive

activities. The research adopts a mixed-methods approach and is structured using

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Sequential Transformative Design (DITRAS). Data collection included observations of

classroom sessions with and without the use of technology, a survey administered to

primary school teachers at the institution, and interviews with experts in the field of

Language and Literature. The results show that the interactive activities designed in

Educaplay significantly increased aspects such as attention, motivation, and academic

performance of the students, especially with regard to phonological and syllabic skills and

reading comprehension. In conclusion, the pedagogical intervention, based on the global-

analytical approach and the development of linguistic awareness and reading

comprehension in the early stages, combined with the appropriate use of interactive

activities on the Educaplay platform, fosters meaningful, motivating, and autonomous

learning in the initial phases of the reading process.

Keywords

Linguistic awareness, Educaplay, literacy, global-analytical method.

Resumen

La presente investigación se llevó a cabo en una unidad educativa fiscal ubicada en el centro

urbano de la ciudad de Cuenca-Ecuador, con estudiantes de Educación Primaria (Nivel

ISCED 1), quienes presentan dificultades en el desarrollo de habilidades de lectoescritura.

Con el propósito de atender esta problemática, se diseñó una intervención pedagógica

sustentada en el modelo Conocimiento Tecnológico Pedagógico del Contenido (TPACK) y en

fundamentos teóricos del constructivismo y el construccionismo, integrando el uso de la

plataforma educativa Educaplay como recurso tecnológico para el desarrollo de actividades

interactivas. La investigación adopta un enfoque mixto y se estructura mediante el Diseño

Transformativo Secuencial (DITRAS). Para su desarrollo, se realizaron observaciones de

sesiones de clase con y sin el uso de tecnología, una encuesta dirigida a docentes de primaria

de la institución, y entrevistas a expertos en el área de Lengua y Literatura. Los resultados

evidencian que las actividades interactivas diseñadas en Educaplay incrementaron

significativamente aspectos como la atención, la motivación y el desempeño académico de

los estudiantes, especialmente, en lo que respecta a habilidades fonológicas, silábicas y a la

comprensión lectora. En conclusión, la intervención pedagógica, sustentada en el enfoque

global-analítico y en el desarrollo de las conciencias lingüísticas y la comprensión lectora en

etapas iniciales, combinada con el uso adecuado de actividades interactivas en la plataforma

Educaplay, favorece un aprendizaje significativo, motivador y autónomo en las primeras

fases del proceso lector.

Palabras clave

Conciencias lingüísticas, Educaplay, lectoescritura, método global-analítico.

1. Introduction

Today, education is a fundamental pillar that guarantees students' rights to receive a quality

education tailored to their needs. The United Nations Educational, Scientific and Cultural

Organization (2023) emphasizes its position on technology in education:

Learning to live both with and without digital technology; taking what is

necessary from an abundance of information, but ignoring what is not;

letting technology help, but never supplant, the human connection on

which teaching and learning are based… We must focus on learning

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outcomes, not on the digital contribution. To contribute to improving

learning, digital technology should not replace face-to-face interaction

with teachers, but rather complement it (p. 24).

Therefore, quality education must be grounded in the principles of social equity and the

pressing need to ensure truly inclusive educational processes. In some educational contexts,

inclusion is considered a way of managing the needs exclusively of students with

disabilities. However, in the international context, this concept involves a much broader

vision related to “a reform that supports and addresses the diversity of all learners” (United

Nations Educational, Scientific and Cultural Organization, 2009, p. 6). This means that

educational processes must consider disabilities and, in addition, the different learning

difficulties and styles of students.

SDG 4 calls for “ensuring inclusive and equitable quality education” (UN, 2015, p. 16), which

requires strengthening literacy instruction from the earliest stages. International

assessments demonstrate this urgency; for example, The PIACC program showed that

Mexico is at level 2 in reading proficiency, while Ecuador has 38% of its students at level 1

(National Institute for Educational Evaluation, 2019, pp. 23–54); similarly, PISA-D reported

that “51% of 15-year-olds have low reading performance” (National Institute for

Educational Evaluation, 2018, p. 41), and the ERCE revealed that “44% of 3rd-grade

students and 68.8% of 6th-grade students are at the minimum proficiency level” (UNESCO,

2022, p. 12).

At the national level, the Ser Estudiante test revealed that 58% of elementary school

students do not reach the minimum level in Language and Literature and that 68% present

“6 or more spelling errors in their compositions” (National Institute for Educational

Evaluation, 2025, pp. 25–35). Finally, Ecuadorian legislation on education guarantees

inclusive education and establishes that:

All students must be assessed, if necessary, to determine their

educational needs and the characteristics of the education they require.

The education system will promote the early detection and intervention

of special learning difficulties and learning-related factors that put these

children and young people at risk, and will take measures to promote

their recovery and prevent them from falling behind or being excluded

from school (Ministry of Education, 2012, p. 7).

This inclusive approach highlights the commitment to protecting students' rights and

addressing their needs promptly. In this context, analyzing and understanding the

ambitious demands of the outside world is fundamental to providing quality education and

implementing education laws at the smallest levels.

This study was conducted in a public school located in the urban area of Cuenca, in the

province of Azuay, where it was identified that primary school students (ISCED Level 1),

afternoon session, exhibit significant difficulties in developing literacy skills. According to

the results of the diagnostic test administered at the beginning of the school year, a group

of students was identified who present more severe problems with the development of

these skills and who, although they do not have a prior psychoeducational diagnosis, show

signs related to learning difficulties. Learning difficulties are defined as “various problems

that share the undeniable fact of difficulty in learning optimally, that is, effectively, within

the established timeframe, and without extraordinary human and material resources”

(Romero-Pérez & Lavigne-Cerván, 2005, p. 9).

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On the other hand, the adverse circumstances facing the Ecuadorian education system, such

as the reduction of class hours in the afternoon session, established in the guidelines to

guarantee educational continuity during the national energy crisis (Ministry of Education,

2024), are factors that hinder the normal development of planned activities in educational

institutions and exacerbate the situation for this group of students. In this context, it is

necessary to implement a pedagogical strategy to compensate for lost time and ensure that

students can reinforce their learning at home.

Given the problem described, the following research question is posed: How can the

development of literacy skills be strengthened in primary school students (ISCED Level 1)?

This research seeks to analyze the pedagogical strategies that can be implemented inside

and outside the classroom to strengthen the literacy skills of this group of students. In this

sense, it is considered necessary to select the most appropriate methods for teaching

literacy. Based on the research question, the general objective is to strengthen the literacy

skills of primary school students (ISCED Level 1) through interactive activities on the

Educaplay educational platform. To this end, the following specific objectives are

established: to identify the main difficulties in the literacy process of this group of students;

to design an educational intervention proposal that adapts to the TPAK model and includes

interactive activities from the Educaplay platform for literacy development; and to assess

student progress throughout the process. This study summarizes the most relevant

elements and considerations developed in the thesis work of Pesántez-Carmona and

Cevallos-Benavides (2025), which focused on the use of the Educaplay platform as an

educational resource to strengthen the literacy process in primary school students (ISCED

Level 1). Regarding the organization of the article, section 2 presents the concepts and

theoretical foundations related to the research; section 3 presents a review of studies and

experiences on the use of digital resources in literacy; section 4 describes the methodology

employed; section 5 shows the results obtained during the implementation of Educaplay;

and finally, section 6 presents the conclusions of the study.

2. Literature review

2.1 Language teaching methodology and national curriculum for the development

of literacy

The Ecuadorian curriculum posits that learning to read and write is a multifaceted process,

encompassing four main areas that must be addressed simultaneously. These areas are: the

language system, written production, text comprehension, and written culture. This holistic

view recognizes that the development of reading and writing is not limited to technical

aspects but also includes social and cognitive practices. In this context, the language system

consists of learning the alphabetic code, developing linguistic awareness, and mastering

spelling (Ministry of Education, 2016, p. 76).

2.2 Initial teaching of the alphabetic code and linguistic awareness

Learning the alphabetic code is fundamental to literacy processes, allowing students to

understand the relationship between sounds and graphemes. However, in traditional

schools, teaching the alphabetic code is often confused with teaching literacy, since knowing

how to read and write is much more than learning a code and correctly forming letters. This

is why the Language and Literature curriculum "suggests a path for teaching the phoneme-

grapheme relationship (alphabetic code), whose objective is to overcome the associative

methods of rote memorization" (Ministry of Education, 2016, p. 80). This phonological path

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includes three stages. The first consists of developing linguistic awareness, the second, the

phoneme-grapheme relationship, and the third, conventional orthographic writing.

This curricular proposal is not entirely feasible, since it suggests that the teacher should not

intervene in syllable formation and that this process should develop intuitively in the

student. This idea is far removed from what is intended and what actually happens in the

classroom. Students in the early stages of literacy already struggle with identifying and

memorizing the similar sounds of some letters of the alphabet. If the teacher doesn't

intervene to explain that these letters, when combined with vowels or other consonants,

form syllables, and that these in turn generate other sounds, reading will be much more

complex and the learning process much slower. It is not surprising, then, that in

assessments administered by the National Institute for Educational Evaluation to fourth-

grade students, 66.8% have difficulties with spelling, particularly with the use of accent

marks: “Level 0.- The text presents six or more spelling errors (use of accent marks on acute,

grave, and proparoxytone words; use of capital letters).” (National Institute for Educational

Evaluation, 2025, p. 33). These results confirm that syllabic awareness has not been

addressed at previous levels. At this point, it is crucial to consider that linguistic awareness,

including syllabic awareness, must be developed simultaneously.

2.2.1 Linguistic awareness

As previously stated, an essential element for learning to read and write is the development

of linguistic awareness, which manifests itself in the understanding of various levels of

language: lexical, semantic, syntactic, and phonological. The development of linguistic

awareness not only allows for the identification and manipulation of language units but is

also fundamental for accessing the writing system in a comprehensive and functional way.

In this regard, the Ministry of Education of Ecuador recognizes that its development is

fundamental for literacy learning and explains the following:

The development of linguistic awareness encompasses the development

of lexical awareness (word morphology and the word as the smallest unit

of speech), semantic awareness (the meaning of words, phrases,

sentences, and longer texts), syntactic awareness (the relationship

between words within a sentence), and phonological awareness

(sounds). The latter is primarily addressed in relation to phoneme-

grapheme correspondence (Ministry of Education, 2016, p. 79)

The development of each of the linguistic awareness levels mentioned in the curriculum

plays a crucial role in literacy learning and must be addressed simultaneously. These levels

of awareness are interconnected, enabling children to understand, construct, and produce

language meaningfully. Therefore, from a pedagogical perspective, teachers must be able to

design integrated, engaging, and contextualized activities that foster metalinguistic

reflection from the earliest years of schooling.

2.3 The teacher's role as a mediator of language learning

The constructivist educational approach considers that all students, as native speakers,

arrive at school with cognitive, affective, and motor skills. That is, they possess prior

knowledge upon which new learning is built. In this sense, “the role of the school is precisely

to mediate the learning that students do not acquire on their own” (Ministry of Education,

2016, p. 83). Thus, the teacher's role serves as scaffolding for students to connect their prior

knowledge with new experiences.

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The curriculum guidelines establish that “at the Elementary Basic Education level, the

teacher has the responsibility to teach reading and writing” (Ministry of Education, 2016, p.

76), using the phonological approach detailed above. Consequently, the Language and

Literature curriculum addresses specific skills that integrate the use of Information and

Communication Technologies (ICTs) to improve oral communication, reading, and writing

abilities. In this sense, the teacher's role consists of adopting "a fundamental role as

mediator, facilitator, and creator of the necessary conditions for learning to occur" (Aboal

et al., 2015, p. 233). In other words, the teacher must not only have sufficient mastery of the

content the students are learning but must also be able to diversify the use of teaching

resources to address different learning styles.

2.4 Methodological approaches to literacy

There are various teaching methods for the literacy process. Traditionally, three main

approaches are distinguished: synthetic, global or analytical, and mixed. Below is a

comparative table summarizing the main characteristics of each method, its subtypes, and

the sources that support them.

Method

Models/subtypes

Description

Source

Synthetic

Alphabetic,

Syllabic,

Phonic/phonemic

It progresses from

the smallest units

(letters or

syllables) to more

complex units

(words and

phrases).

Lucas- Griñán

(2014); Puñales-

Ávila et al.

(2017);

Tangarife-

Chalarca et al.

(2016)

Alphabetic

Puñales-Ávila et

al. (2017)

Syllabic

It consists of

memorizing the

alphabet and

combining them

to form syllables

and words.

Lucas- Griñán

(2014); Puñales-

Ávila et al. (2017)

Phonic/Phonemic

Progressive

instruction of

vowels and

letters, followed

by combining

them to form

syllables and then

words;

Lucas- Griñán

(2014); Puñales-

Ávila et al. (2017)

Analytic-Global

It is based on

teaching letter

sounds and direct,

inverse, and

complex syllables;

Lucas- Griñán

(2014);

Tangarife-

Chalarca et al.

(2016); Puñales-

Ávila et al. (2017)

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Mixed or Eclectic

It begins with

recognizing

complex units

(words or

phrases) and

progresses to

analyzing their

constituent

elements;

Lucas- Griñán

(2014);

Tangarife-

Chalarca et al.

(2016); Puñales-

Ávila et al. (2017)

Table 1. Methods for teaching literacy

2. 5 The global method as an integrative approach to the proposal

Currently, contributions from constructivist learning theories have superseded the debate

on methods for teaching the alphabetic code. Indeed, teachers must focus on understanding

how students learn and utilize the resources of different methods, prioritizing meaning and

functionality. Thus, authors like Aboal et al. (2015) point out that teachers should, “on the

one hand, motivate children to read and write through real-life experiences, making them

feel the need to communicate. On the other hand, create functional situations in which

children see that written language is useful” (p. 252). However, it is crucial to consider that

“in each eye fixation, the reader perceives a set of graphic elements as a whole” (Higueras-

Gámez, 2017, p. 8). The author notes that, in this process, the brain interprets the

information from each glance and reads it. It has been shown that during reading, fixations

occupy most of the time. In this sense, it follows that fewer fixations lead to greater speed

and fluency in reading.

From this analytical perspective, a global analytical approach is adopted for the

introduction of the alphabetic code. This approach consists of analyzing and breaking down

sentences or words into the smallest unit of written language. This is done while also

considering the development of linguistic awareness, as stated by the Ministry of Education

(2016): "to enable students to construct the conventional orthography of the language,

based on phonological and semantic reflection" (p. 82). It is important to consider that, in

this process, students may face various difficulties, such as confusion with phonemes,

difficulty segmenting words into syllables, and complications structuring sentences.

Therefore, it is necessary to address these difficulties through the development of linguistic

awareness.

2.6 Learning theories that underpin the use of ICTs

The integration of ICT in the pedagogical field must be based on learning theories to give

meaning to its use in educational contexts. Among the most relevant approaches are Piaget's

constructivism, Vygotsky's socio-constructivism, and Papert's constructionism. According

to Ackermann (200):

Papert’s constructionism, in contrast, focuses more on the art of learning,

or ‘learning to learn’, and on the significance of making things in learning.

Papert is interested in how learners engage in a conversation with [their

own or other people’s] artifacts, and how these conversations boost self-

directed learning, and ultimately facilitate the construction of new

knowledge Papert's constructionism, in contrast, focuses more on the art

of learning, or "learning to learn," and on the importance of creating

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things during the learning process. Papert is interested in how students

engage in conversations with artifacts—their own or others'—and how

these conversations enhance self-directed learning and ultimately

facilitate the construction of new knowledge.] (p.1).

Despite its orientation toward technology-mediated learning, constructionism retains its

constructivist foundations by placing the student at the center of cognitive and social

development. Both Piaget and Vygotsky emphasize that activity is the driving force of

mental development, albeit with different nuances: “Piaget focuses on the relationship with

the material world, while Vygotsky prioritizes interpersonal interaction through reason,

affectivity, and instincts” (Aparicio-Gómez & Ostos-Ortiz, 2018, p. 116). Within this

framework, constructivist and socio-constructivist approaches conceive of learning as a

continuous process influenced by experiences, stimuli, and social interaction. Therefore, the

traditional concept of reading readiness is being questioned, since “the concept of reading

readiness, so fashionable in the past, has been criticized, even leading to the coining of the

derogatory term ‘reading readiness theorists’” (Aboal et al., 2015, p. 250).

The introduction of technology in educational settings aligns with the principles of

constructivism, by encouraging the creation of tangible products that strengthen reflection

and collaboration. Papert and Harel (1991) explain that:

Constructionism—the word spelled with an n as opposed to the word

spelled with a v—has the same connotation as constructivism: learning

as the creation of knowledge structures, independent of the

circumstances of learning. He then adds the idea that this occurs

particularly opportunely in a context where the learner is consciously

engaged in constructing a public entity, be it a sandcastle on the beach or

a theory of the universe (p. 2).

In this way, technology not only supports the acquisition of content but also fosters

meaningful learning based on knowledge construction, interaction with society, and self-

regulation. Therefore, incorporating technology into the classroom involves adapting

spaces where students actively participate, enabling them to create, explore, and transform

their environment, thus consolidating learning with personal and social significance.

2.7 TPACK Model

The TPACK model, developed by Mishra and Koehker in 2006, aims to guide teachers in the

effective integration of technology into educational processes. In other words, for a teacher

to use technological tools meaningfully, they must master curricular content, teaching

methodologies, and technological knowledge. Salas-Rueda corroborates this, stating that

technological, pedagogical, and disciplinary knowledge foster the creation of innovative and

creative spaces for learning and teaching (Salas-Rueda, 2019, p. 3).

2.8. Educaplay in the literacy process

The Educaplay digital platform is a highly versatile educational tool that allows users to

create their own pedagogical content by designing interactive activities. No advanced

programming knowledge is required, so teachers can easily and quickly create their own

activities and share them via web links, blogs, or educational platforms (Páez-Quinde et al.,

2022, p. 37). With the recent development and integration of Artificial Intelligence, this

platform has experienced significant improvements through a virtual assistant and

prompts, making it possible to design activities in less time. However, it is important to note

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that this capability comes at a cost, as do services such as student registration and activity

reporting.

3. Methods and materials

The research was conducted using a mixed-methods approach based on Sequential

Transformative Design (DITRAS), which allowed for the integration of quantitative and

qualitative techniques to understand in detail the difficulties experienced by primary school

students (ISCED Level 1) in learning to read and write. The study was carried out in a public

school located in the city of Cuenca, Azuay province, specifically during the afternoon

session, where a group of students with significant difficulties in developing the alphabetic

code, linguistic awareness, and reading comprehension was identified.

The sample was selected non-probabilistically, taking into account the nature of the

problem. Twenty-four students from the level, twenty-two primary school teachers, and

two language and literature experts participated, the latter providing specialized criteria to

strengthen the interpretation of the findings.

Different techniques were combined in the data collection. Two observation checklists were

used: one to record student performance during a class without technology and another to

evaluate the effect of interactive activities developed in Educaplay. A Likert-type survey was

also administered to teachers to identify their perceptions related to literacy instruction

and the integration of technological resources. Additionally, semi-structured interviews

were conducted with two specialists, who provided insights into the reading and writing

process, the methodological approach, and recurring difficulties at this level. Results from

the second and third trimester institutional assessments were also collected, aligned with

categories such as phonological, lexical, and semantic awareness, as well as reading

comprehension.

Data analysis was performed using differentiated procedures according to the nature of the

data. Quantitative information was processed using SPSS, which allowed for the generation

of descriptive statistics and the determination of the reliability of the instruments used. For

this purpose, Cronbach's alpha coefficient was used, with values ranging from 0.792 to

0.992, indicating high internal consistency. Regarding the qualitative data, interview and

observation transcripts were organized and coded using MAXQDA, following the

corresponding coding processes. This allowed for the construction of interpretive matrices

by category and the establishment of relationships between the findings.

Finally, the results underwent methodological triangulation, integrating information from

surveys, observations, interviews, and academic assessments. Based on these inputs, the

theoretical framework and discussion were developed, comparing the findings with

previous studies related to the use of ICT, literacy instruction, and the application of the

whole-word approach. This process allowed for the generation of well-founded conclusions

that guide the proposal for academic strengthening through interactive resources.

4. Results

4.1 Observation sheet without the use of technology

This analysis stems from the observation of a literacy class session with primary school

students (ISCED Level 1). Among the most relevant aspects noted in the observation sheet,

without the use of Educaplay, was low student attention and participation. Only 16.67%

showed consistent attention to the teacher's instructions and directions. The overall level

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of interest was limited, with only 20.8% of students maintaining interest throughout the

activity. Enthusiasm for the class was also scarce, with only 20% of students participating

during the reading and writing activity. Therefore, the lack of interactivity and student

motivation resulted in limited voluntary participation. These results align with Salas-

Rueda's (2019) findings, who argues that when technology is not meaningfully integrated,

it limits students' intrinsic motivation and active engagement.

Figure 1. Percentage of student attention in a class session without using Educaplay

4.2 Second Quarter Summative Assessment

To characterize the level of development of students' literacy skills, the second-term

summative assessment is used as a reference. This assessment allows for the evaluation of

the basic skills that enable the development of literacy at the level of linguistic awareness,

as well as initial reading comprehension. A frequency table corresponding to each category

is presented below.

Variable

Meets

Percentage

Does not

meet

Percentage

Phonological

comprehension

79.2

20.8

Lexical comprehension

4.2

95.8

Syllabic comprehension

Morphological

comprehension. Creation

of new words by adding a

suffix

70.8

29.2

Syntactic comprehension

62.5

37.5

100

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Semantic comprehension.

Words that belong to the

same category

66.7

33.3

Reading comprehension

20.8

79.2

Total number of students

evaluated

100

Table 2. Results of the second quarter summative assessment

Thus, a high percentage of students demonstrate moderate proficiency in phonology

(79.2%) and morphology (70.8%), while syllabic and semantic skills show a balanced level

of 50% and 66.7%, respectively. However, lexical and reading comprehension skills are

alarmingly weak, as indicated in the table, with 4.2% and 20%, respectively, exhibiting a

significant level of difficulty. These data align with the "Being a Student" report (National

Institute for Educational Evaluation, 2005), which indicates that 68% of students make

more than six spelling errors and have serious difficulties structuring sentences and

understanding written texts. Therefore, these results allow us to identify the students'

strengths and main weaknesses, facilitating the design of a relevant pedagogical

intervention that encompasses all literacy skills, as each one has potential for improvement.

4.3 Teacher survey

The survey results show that the greatest difficulty in literacy processes lies in phonological

and syntactic skills. In this regard, structuring coherent sentences presents a significant

challenge for students, reinforcing the assessment results. On the other hand, although

respondents reported less difficulty with lexical and semantic skills, these remained present

in a considerable number of responses. Regarding writing whole words and reading

comprehension, professionals believe that students face moderate barriers, suggesting a

need to strengthen their decoding and reading comprehension skills.

Regarding the use of technology in literacy learning processes, the results indicate that most

teachers surveyed use interactive platforms such as Educaplay, Wordwall, Liveworksheets,

Genially, and Kahoot for this purpose. They frequently use these platforms at the beginning

of a class, during content development, or as reinforcement activities for homework.

Figure 2. Frequency with which teachers use Educaplay for teaching literacy

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When asked about the frequency of use of the Educaplay platform, it became clear that,

although the employability rate varies considerably, participants are familiar with it,

indicating a positive level of technological familiarity. Furthermore, they agreed that

incorporating these tools fosters student motivation and participation through timely

feedback. This idea is supported by the findings of Páez-Quinde et al. (2022), who argue that

Educaplay promotes meaningful student participation by allowing them to interact with

graded activities without requiring high levels of digital literacy.

Figure 3. Percentage of application of the global method in the teaching of literacy

The indicators suggest that, of the literacy methods consulted—including whole-word,

alphabetic, syllabic, phonetic, and mixed—the whole-word method stands out with the

highest percentage of use, at 31.8%, in situations where it is "always" used. On the other

hand, the syllabic method is used frequently, at over 54.5%. Meanwhile, the phonetic

method represents a percentage of 40.9%. Therefore, these results demonstrate a

consensus regarding the frequent use of mixed methods, especially the whole-word

method. This relates to the findings of Lucas-Griñán (2014), who points out that eclectic

methods allow for responding to different learning styles.

4.4 Interview with experts in the area of Language and Literature

In the qualitative analysis of the interviews, a systematic coding process was carried out

using the MAXQDA program. This software allowed for the organization and classification

of the responses to the nine questions asked of each interviewee. It is important to note that

this program “allows for the calculation of code application through a clear use of coding

frequency while also allowing the visualization of the codes in the document” (Casasempere,

2024, p. 2). From the systematic coding, recurring patterns and words were identified

among the interviewees, which facilitated the clear and concise structuring of the main

analysis results. The main findings are presented below:

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Criteria

based on

objectives

Expert 1

Coding

Expert 2

Coding

Analisis

Difficultie

s in

reading

and

writing

Focus on

intrinsic

student

factors and

pedagogical

deficiencies.

A.1. Lack of

motivation

towards

reading and

writing, A.2.

Absence of

relevant and

contextualiz

processes,

A.3. Lack of

connection

with the

learning

environment

, A.4. Loss of

interest in

reading due

to previous

negative

experiences,

A.5.

Mismatch

between

curriculum

and teaching

practice.

Focus on

cognitive,

developmen

tal, and

sociocultural

barriers.

B.1.

Limitations

of adult-

centrism in

education,

B.2. Critique

of traditional

methodologi

es, B.3.

Errors in

oral

language,

Both experts

agree that

literacy

difficulties

stem from

internal

factors

within the

student, as

well as from

the teaching

environment

Interventi

proposal

Communicat

ive approach

supported

by the use of

technology,

gamification,

and an

eclectic

method of

literacy

instruction.

Emphasis on

pedagogical

and

curricular

mastery,

incorporatin

g the

positive

aspects of

Reflective

use of

technology

and relevant,

contextualiz

ed hybrid

methodologi

es for

developing

linguistic

awareness.

B.4.

Communicat

ive

approach,

B.5.

Gamification,

B.4.

Accessibility,

B.5.

Educational

relevance,

B.6.

Feedback,

B.7.

Emotional

self-

regulation,

B.8.

Methodologi

cal

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traditional

methodologi

es.

syncretism,

B.9.

Linguistic

awareness,

B.10. Whole

language

approach,

B.10.

Reading for

life, B.11.

Logical

thinking,

B.12.

Respecting

the child's

pace and

world.

Assessme

nt of

student

progress

Student

progress is

determined

by the ability

to self-

regulate

their

learning,

motivated by

achievement

s and

feedback.

A.6.

Incorporatio

n of

educational

technologies,

A.7.

Readings

based on

student

interests,

A.8.

Gamification,

A.9. Games

with

pedagogical

purpose,

A.10. Eclectic

method,

A.11.

Appreciation

of traditional

methods,

A.12.

Communicat

ive

approach,

A.13.

Curriculum

mastery.

They

emphasize

the

importance

integrating

educational

technologies

through

methodologi

cal

syncretism

for literacy

instruction,

giving

meaning to

the

communicati

ve approach

for the

individual's

developmen

t within

society.

Table 3. Coding and interpretation of interviews

Experts explain literacy difficulties from a holistic perspective that integrates internal

student factors, environmental conditions, and limitations in teaching practice. This aligns

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with Aboal et al. (2015), who emphasize the need to create meaningful experiences tailored

to children's interests. The development of linguistic awareness within the communicative

approach is also highlighted, promoting the use of relevant technology and eclectic methods

to address diversity. According to Higueras-Gámez (2007) and the Ecuadorian curriculum

(Ministry of Education, 2016), progress assessment should focus on autonomy, self-

correction, and guided self-evaluation. They add that asynchronous learning enhances the

meaningful construction of knowledge.

4.5 Intervention process

Based on the positive results and the great reception the Educaplay platform received

during in-person classes, a pedagogical intervention process is being implemented to

strengthen the literacy skills of this group of students. This intervention includes the design

of interactive activities on the Educaplay platform, which focus on developing linguistic

awareness and reading comprehension. It is important to note that the activities proposed

on the platform are sent as academic reinforcement assignments. Therefore, students must

complete them at home.

To implement this proposal, students receive a detailed explanation of the steps to access

the platform. A video tutorial is also created and shared in the WhatsApp group so parents

can support them in this process. To track student participation, an academic plan is

purchased for the Educaplay platform. This plan allows for the enrollment of an unlimited

number of participants and generates an invitation code that students can use to access and

complete the activities. Their participation is automatically recorded, including the number

of plays, time spent, and their lowest and highest scores.

Figure 4. Report on student interactivity on the Educaplay platform

The platform's report suggests that students tend to repeat the same number of attempts

until they achieve the highest score. As they repeat the activity, the time they spend

completing it decreases. These results provide insight into the impact of immediate

feedback and the importance of repetition in the learning process.

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4.6 Main findings from the Observation sheet using Educaplay

Figure 5. Percentage of student attention using Educaplay

As shown in the graph, the literacy class session, conducted with the same group of students

and incorporating interactive activities from the Educaplay platform to develop language

awareness, yielded significant positive results. 83% of the students maintained consistent

attention, and 62.5% remained interested throughout the activity. Similarly, the results

indicate a high level of enthusiasm and excitement among the students when interacting

with the Educaplay educational platform.

Figure 6 Students interacting with the Educaplay platform

As can be seen in the image, student participation is active, their attention focused on

identifying the correct answer to obtain the highest score. Therefore, as they develop the

proposed activities, they not only strengthen their literacy skills but also become familiar

with the use of technology for educational purposes. This significant change can be

explained by Papert's constructivist theory, which posits that learning is enhanced when

students interact with tangible digital objects (Papert, 1991). Consequently, this strategy

fosters self-regulation and motivation through immediate feedback, factors also highlighted

by the experts interviewed.

For the third-quarter summative assessment, which was administered after the

implementation of the pedagogical approach, the categories of analysis used in the second-

quarter assessment were maintained, specifically linguistic awareness (lexical, syllabic,

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phonological, and syntactic) as well as reading comprehension in its initial stages. It is

important to clarify that this is not an identical test to the one administered in the second

term, nor is it a post-test. Rather, it is a different assessment specifically designed to

evaluate the student's progress after the intervention. To this end, the specific content of

the instrument was modified. For example, new words were included for segmentation,

different sentences were used to assess syntactic awareness, and a different reading

comprehension exercise was used, with equivalent levels of complexity. The following table

details the results obtained in this assessment:

Variable

Meets

Percentage

Does not

meet

Percentage

Phonological

comprehension

87.5

12.5

Lexical comprehension

33.33

66.7

Syllabic comprehension

Morphological

comprehension. Creation of

new words by adding a

suffix

79.2

20.8

Syntactic comprehension

83.3

16.7

Semantic comprehension.

Words that belong to the

same category

66.7

33.3

Reading comprehension

83.3

16.7

Total number of students

evaluated

100

Table 4. Third Quarter Assessment Results

The following cumulative bar chart shows the results obtained in the second and third

trimester assessments, allowing for a visual and comparative analysis of the variations in

the development of reading and writing skills among this group of students. The chart's

structure represents the combined performance levels in each of the assessed categories

(linguistic awareness and reading comprehension), both before and after the medium-term

pedagogical intervention using the Educaplay platform. The chart allows observation of the

distribution of achievement levels by skill and a comparison of progress between the two

trimesters. This visualization is useful for demonstrating the improvements achieved after

the intervention, as it shows the increase in students who performed satisfactorily and the

decrease in those with significant difficulties.

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Figure 7. Percentage of results from the second and third quarter assessments

5. Discussion of the results

The results obtained from methodological triangulation allow us to understand the

complexity of the significant difficulties faced by primary school students (ISCED Level 1)

in the literacy learning process. This finding coincides with the report from the National

Institute for Educational Evaluation (2025), which clearly shows that a significant

percentage of students fail to consolidate basic reading comprehension skills in their initial

stages. According to Romero-Pérez and Lavigne-Cerván, this problem can be associated

with interrelated factors such as poverty, malnutrition, and especially with

decontextualized pedagogical practices that limit students' meaningful learning (Romero-

Pérez & Lavigne-Cerván, 2005). Therefore, these results validate the need for a specific

intervention to address this problem.

Regarding the perceptions of the surveyed teachers, the quantitative results demonstrate a

significant familiarity with the use of interactive tools in their teaching practice and a

frequent use of eclectic methods, with the whole-word approach being one of the most

frequently used. This teaching practice aligns with the proposal of Lucas-Griñán (2014),

who points out that combined literacy methods better address the diversity of learning

paces and styles. Furthermore, it was evident that the use of platforms such as Educaplay,

Geneally, and Wordwall was positively valued by teachers as complementary educational

resources. However, as Salas-Rueda (2019) states in the TPACK model, technological

knowledge alone does not guarantee effective integration unless it is properly articulated

with pedagogical and disciplinary knowledge. Nevertheless, despite the recognition of the

benefits and pedagogical value offered by interactive tools, challenges remain in teacher

training regarding the design and reflective application of educational platforms.

The qualitative analysis of interviews with specialists in the field of Language and Literature

delves into the possible causes of the observed difficulties. The experts agree that the

student's cognitive and developmental factors influence this process and that this

phenomenon is exacerbated by decontextualized pedagogical practices disconnected from

the child's interests. These observations align with the arguments of Aboal et al., who

maintain that the development of literacy skills in the initial stages should be based on

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meaningful experiences relevant to the child's world (Aboal et al., 2015). Similarly, the need

to implement methodologies based on a communicative, gamified approach with a

pedagogical focus on the meaning of language is highlighted. As Salas-Rueda indicates in

2019, when well-designed, these methodologies promote motivation, engagement, and

emotional self-regulation.

Observations during classroom sessions with and without the use of Educaplay reveal a

significant change in student participation. In the first class session, students showed little

attention and participation, while in the technology-mediated class, 83% of students

maintained sustained attention and demonstrated enthusiasm while participating in the

activities. This finding supports Papert's assertion (in Ackermann) that learning is

enhanced when students construct knowledge through motivating, manipulable, and

meaningful means. It also reaffirms what experts have stated regarding the improvement

of academic performance, self-regulation, and educational autonomy through motivation

and immediate feedback.

Finally, the data obtained from the third-quarter summative assessment demonstrate a

significant improvement in reading and writing skills. Following the integration of

interactive activities into the Educaplay platform, the percentage of students who

demonstrated significant progress in phonological awareness increased from 79.2% to

87.5%, while the percentage for reading comprehension rose from 20.8% to 83.3%. This

result validates the findings of authors such as Salas-Rueda (2019) and Páez-Quinde et al.

(2022), who agree that the planned implementation of platforms like Educaplay within a

holistic-analytical approach can enhance the development of linguistic skills, provided it is

appropriately contextualized to the student's environment and needs.

6. Conclusions

The research met its objectives. First, it identified that primary school students (ISCED Level

1) exhibit significant difficulties in developing literacy skills, particularly in lexical

awareness, syllable segmentation, and reading comprehension. These findings were

initially identified through the second-term summative assessment and subsequently

corroborated by the perceptions of the surveyed teachers, who confirmed similar

deficiencies in literacy, highlighting lexical awareness, syllable segmentation, and reading

comprehension as the most critical aspects. Despite methodological efforts, they indicated

that structural deficiencies persist at these levels, validating the need for a specific

intervention to address this problem.

Second, the pedagogical intervention, designed using the TPACK model and implemented

through interactive activities on the Educaplay platform, demonstrated a positive impact on

the literacy learning process of primary school students (ISCED Level 1). The proposal

integrated the components of content, focusing on linguistic awareness and reading

comprehension; pedagogy, through playful strategies that fostered curiosity, motivation,

and active participation; and technology, with interactive activities that offered immediate

feedback and enabled independent practice of the exercises. The playful design encouraged

curiosity and a desire for improvement through voluntary repetition of the exercises. This

independent repetition facilitated memorization, the recognition of linguistic patterns, and

the consolidation of basic written language concepts. Consequently, it enhanced the

progressive development of linguistic awareness, which facilitates reading fluency and

comprehension.

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Thirdly, the instant feedback offered by Educaplay was a key factor in learning, allowing

students to correct their errors immediately and better understand the concepts, thus

reinforcing their literacy development and acquisition. On the other hand, the third-quarter

summative assessment, administered at the end of the intervention, showed significant

improvements in all evaluated dimensions, both in terms of academic performance and

attitudes toward learning. These results confirm the positive impact of the intervention and

reaffirm the value of technology as an effective resource for developing literacy skills in

early childhood education students.

Finally, the use of interactive activities designed on the Educaplay platform proved to be an

effective resource for strengthening literacy skills in elementary school students (ISCED

Level 1). The intervention promoted a significant increase in motivation and in the

acquisition of the alphabetic code and the development of linguistic awareness, as well as

text comprehension in its initial stages. Through the repetition of exercises and immediate

feedback, improvements were generated in both academic performance and students'

attitudes toward learning to read and write.

Acknowledgments

To the distinguished authorities, teachers, and students of the educational institution who

contributed to this research process, for the facilities and support, as well as for their

valuable willingness and collaboration at each stage of the process.

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Authors

ELIZABETH PESANTEZ-CARMONA obtained her Bachelor's degree in Basic General

Education from the National University of Education (UNAE), Azogues, Ecuador in 2022. She

currently works as a Basic General Education teacher at the Eugenio Espejo Educational

Unit, located in the city of Cuenca, Ecuador. Her research interests focus on the development

of literacy skills in the early years of schooling, the use of educational technologies, and

pedagogical innovation.

DIANA CEVALLOS-BENAVIDES obtained her Master's degree in Educational Management

and Leadership from the Universidad Técnica Particular de Loja, Ecuador, in 2014. She

earned her Bachelor's degree in Education from the Universidad Particular de

Especialidades Espíritu Santo, Ecuador, in 2024. She also obtained her Bachelor's degree in

Foreign Trade and Integration Engineering from the Universidad Tecnológica Equinoccial

in 2011. She is a PhD candidate in Education at the National University of Rosario (UNR),

Argentina, with over 10 years of experience specializing in university teaching at the

undergraduate, graduate, and diploma levels at the National University of Education

(UNAE), Indoamerica University (UTI), University of the Americas (UDLA), and

International University (UIDE). Her expertise lies in the development and support of

research, innovative project management, quality processes, and power skills. She

possesses a strong professional profile characterized by a commitment to service,

leadership, critical thinking, sustainable methodologies, and digital transformation.

Currently Academic Coordinator of the Master's Degrees in Education at the online school

of the University of the Hemispheres (UHE).

Declaration of authorship-CRediT

ELIZABETH PESANTEZ-CARMONA: Conceptualization, methodology, formal analysis,

research, data analysis, writing.

DIANA CEVALLOS-BENAVIDES: Conceptualization, methodology, formal analysis,

research, data analysis, writing, supervision, final review.

Declaration of the use of artificial intelligence

The authors declare that they used the ChatGPT tool (OpenAI) partially during the

manuscript preparation stage, specifically to assist with the syntactic restructuring of some

paragraphs, as well as to generate alternative versions of titles and subtitles, which were

subsequently reviewed and adjusted manually. Artificial intelligence was not used for

writing the methodological design, data analysis, interpretation of results, or academic

discussion. All content was reviewed and validated by the authors, who are responsible for

the accuracy, coherence, and scientific rigor of the final text.