Use of classcraft for the development of reading and writing skills in primary basic education

The article presents the impact of a gamified didactic sequence on the development of reading and writing competence of fourth-grade students in a Colombian school. The sample comprised 26 students, and a qualitative approach was used for educational action research. For reading competence, progress was observed in some operations of building relationships of implication, causation, inclusion, and exclusion at the inferential level. In the writing competition, it was observed that the combination of manual and digital writing is convenient for a greater understanding of the structure of sentences, paragraphs, and texts. It is concluded that the activities of a didactic sequence through gamified tools must be attractive and diverse. Its design must be based on previous knowledge and experiences, considering questions from reality and with information about a specific object of knowledge. Furthermore, the evaluation must motivate and promote meaningful learning, which can be achieved using interactive tools that facilitate problem-solving and error correction.