El Juego, en el proceso de aprendizaje, un desafío para docentes y estudiantes

The application of digital and non-digital playful strategies to promote motivationtowards the acquisition of reading comprehension in preschool children, becomes achallenge for teachers, who in the current digital age must enrich their teaching practiceswith methods attractions that motivate learning. This article is the result of aresearch whose objective is to analyze the motivational processes of children whenthey apply playful strategies that use digital and non-digital games for the developmentof reading acquisition. The methodological approach used in this study was qualitative,18 Transition degree students participated, through the application of a digitaland non-digital game designed in the proposal and applied in two phases, the pretestand posttest procedure was used to evaluate academic performance and the RIMMSinstrument based on the ARCS model with which the variables of Motivation towardslearning reading acquisition were analyzed. The main results showed that children’sacademic performance improves when digital and non-digital playful strategies areapplied and, likewise, motivation processes improve.