Impact of an interactive OVA on reading comprehension for basic education

Abstract

This study analyzes the impact of a Virtual Learning Object (VLO) called “Magic Reading”, designed using the ADDIE instructional model, on strengthening reading comprehension among students of Basic General Education at a rural public institution in northern Ecuador. A mixed methodology was adopted, applying quantitative (pretest and posttest) and qualitative (semi-structured interviews) instruments with a sample of 53 students and 5 teachers. The VLO, implemented on the Genially platform, integrated interactive activities with multimedia resources such as Educaplay, Canva, and YouTube. The results reflect significant improvements in literal, inferential, and critical reading, with a positive statistical difference between the initial diagnosis and the post-intervention results. Furthermore, the reliability analysis using Cronbach's alpha (α=0.82) and the teacher evaluation using the CODA questionnaire demonstrate the high pedagogical relevance of the resource. In conclusion, the use of digital technologies adapted to the school context promotes meaningful, autonomous, and participatory learning, especially in communities with structural technological limitations.