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This article focuses on reflecting on the pedagogical potential of interactive digital narratives as a tool to strengthen reading comprehension in elementary school students at a rural institution in Montería. The problems identified among the students include a lack of motivation for reading, difficulty interpreting written texts, and the technological limitations that persist in rural areas. Therefore, a qualitative research study was conducted, using an interpretive paradigm, with a sample of 36 students who participated in reading activities. Data collection methods included reflective journals, participant observation, semi-structured interviews, and the creation of narratives on various platforms such as Canva, Genially, and Storyjumper, depending on the technological resources available at the rural institution. The findings showed an increase in motivation for reading, improvements in the participants' oral and written expression, as well as improved autonomy and peer collaboration. Furthermore, it was demonstrated that oral tradition can be combined with the digital format, enriching the processes of interpretation and inference. It is concluded that interactive digital narratives become tools that facilitate the construction of reading teaching practices, by offering multimodal experiences that are friendly to the cultural and rural environment.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
