Teaching strategy mediated by digital narratives and learning analytics to support reading comprehension

Abstract

Digital narratives and learning analytics are key tools to support reading comprehension in Language and Literature. The objective of this work was to develop a didactic strategy mediated by digital narratives and learning analytics to support reading comprehension in the Language and Literature subject. A qualitative methodology was used, with expert evaluation and adjustments made for improvement. The results show that the mission and strategic elements were adjusted to align the proposal with the development of critical reading skills and self-regulation, integrating digital tools and promoting metacognitive reflection. Pedagogical resources were expanded and categorized, and the implementation was planned progressively and adaptively, with continuous monitoring through dashboards. It is concluded that the strategy supports the development of reading, communicative, and digital skills, and promotes active, reflective, and student-centered learning.