Contributions of neuroeducation to digital literacy among private-school students under UGEL 01 Lima Centro
DOI:
https://doi.org/10.5281/zenodo.18273861Keywords:
brain-based learning, early literacy, educational technology, reading comprehension, writing production, primary education, cognitive processesAbstract
To analyze the contributions of a program based on neuroeducational principles mediated by digital technologies to the development of literacy of third and fourth grade students from private schools supervised by the UGEL 01 Lima Centro. Quantitative study, explanatory scope and quasi-experimental design with pre and post test. 70 students (35 experimental, 35 control) selected through convenience sampling collaborated. The intervention was carried out in 12 sessions of 45 minutes over six weeks, including continuous attention tactics, working memory and immediate feedback through the interactive educational platform. The experimental group eloquently increased their comprehension points (d = 0.82; p < 0.001), fluency (d = 0.65; p = 0.003) and textual production (d = 0.71; p = 0.002) compared to the control group. The analyses of covariance confirmed that the effects were maintained even after controlling for initial level; that is, the program had a clear and robust effect on students' comprehension, fluency, and text production in the experimental group, even after adjusting for their initial discrepancies. The digital neuroeducational program is associated with significant improvements in literacy in urban private settings. A replicable model is provided, and the possibility of expanding the intervention to other educational institutions and socioeconomic levels is suggested.
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