Los libros digitales como estrategia pedagógica para fomentar la lectura en estudiantes de educación básica media. Una revisión sistemática
DOI:
https://doi.org/10.26820/reciamuc/9.(4).diciembre.2025.33-47Palabras clave:
Libros digitales, Comprensión lectora, Motivación lectora, Educación básica, Educación media, Revisión sistemáticaResumen
Esta revisión sistemática analiza la efectividad de los libros digitales como estrategia pedagógica para fomentar la lectura en estudiantes de educación básica media. Siguiendo las directrices PRISMA, se examinaron 39 estudios publicados entre 2018 y 2025. Los hallazgos revelan que el impacto de los libros digitales depende críticamente de su diseño instruccional. Los libros "enriquecidos" con funciones de apoyo a la comprensión (diccionarios integrados, preguntas guía) mostraron resultados equivalentes o superiores a los textos impresos en vocabulario y comprensión lectora, mientras que la interactividad superficial resultó contraproducente. Se identificaron diferencias significativas por nivel educativo: en primaria son más efectivos los diseños lúdicos que apoyan la decodificación, mientras que en secundaria prevalecen las herramientas de análisis textual. Los libros digitales demostraron ser particularmente beneficiosos para estudiantes en desventaja y con dificultades de lectura, actuando como equalizadores educativos. Además, potencian dimensiones afectivas como la motivación y el disfrute lector, especialmente cuando se integran en comunidades virtuales. Se concluye que el valor pedagógico de los libros digitales no reside en el formato digital per se, sino en diseños centrados en el aprendizaje que prioricen la pedagogía sobre la tecnología.
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Derechos de autor 2025 Danny Salomón Guashpa Tene, Jorge Isaac Vinueza Claramunt, Rosa Isabel Fonseca Lucas
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