Communities
Select a community to browse its collections.
Recent Submissions
Item
Configuración del arquetipo de Dios en Proyecto Dios de Abdón Ubidia: Un análisis semiológico del discurso narrativo
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-23) Toaquiza Gavilanes, Byron David; Romero Obando, Milton Fernando
Artificial intelligence has ceased to be merely a technical instrument and has acquired symbolic meanings that bring it closer to the sacred, a phenomenon that science fiction literature has explored as a space for reflection on the relationships between technology, humanity, and transcendence. This article analyzes the construction of the archetype of God in Proyecto Dios(2024), a short novel by Ecuadorian writer Abdón Ubidia, based on Roland Barthes’ semiotics and Carl Jung’s notion of the archetype. Through a qualitative descriptive-analytical methodology, second-order semiological analysis was applied to the technical glossary of the work and to the speeches of the extraterrestrial interlocutor, with the purpose of identifying the connotative mechanisms through which artificial intelligence acquires meanings associated with the divine. The results revealed four connotative movements —eternity, omniscience, sovereignty, and the generation of consciousness— which, through rhetorical operations such as the deprivation of history and inoculation, contribute to naturalizing the representation of divine attributes associated with artificial intelligence within the narrative discourse. It is concluded that artificial intelligence is not represented as God in a theological sense, but rather functions archetypically as a secularized divine figure, occupying a symbolic space that has historically belonged to traditional religions. The narrative reveals the mechanisms through which technological mythification is constructed, demonstrating its potential as an educational resource for critically analyzing contemporary discourses on technology, power, and transcendence
Item
“El uso del Wattpad como herramienta didáctica en la comprensión lectora”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-21) Díaz Ávila, Yajaira Lizbeth; Agualongo Pilco, Jesús Moisés; Araque Escalona, Juan Carlos
Modern education is undergoing a profound transformation driven by digitalization, a shift in which reading moves beyond physical media into interactive processes. At the "Nueva Generación" Educational Unit, high school students exhibit a lack of emotional connection to traditional academic texts, resulting in a marked lack of interest in reading. This research aims to analyze the impact of Wattpad as a pedagogical tool on reading comprehension using young adult fiction. The study employed a quantitative, descriptive approach with a quasi-experimental design, involving a population of 21 first-year General Unified Baccalaureate students from the "Nueva Generación" Educational Unit. Data collection relied on a survey using a Likert-scale questionnaire, which was validated by experts and achieved a Cronbach’s alpha reliability coefficient of 0.981. Data processed via SPSS software show that the mean performance score rose from 30.19 points in the pre-test to 36.33 points in the post-test. A paired-samples t-test confirmed significant differences (p < 0.001), demonstrating a genuine improvement in the students' abilities. The "Never" category disappeared entirely in the final assessment, coinciding with an increase in positive responses in the "Always" category. Consequently, Wattpad serves as an effective pedagogical mediator for strengthening reading competence; it bridges the gap between digital consumption habits and curricular objectives, thereby fostering critical thinking and learner autonomy
Item
Storytelling digital y reescritura de mitos para el desarrollo de la creatividad narrativa
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Grefa Grefa, Josselyn Mikaela; Alajo Anchatuña, Alelandra Lorena
This research is based on the growing need to strengthen writing and narrative skills in elementary school students, taking into account the difficulties in comprehension and writing evidenced in national and international assessments, as well as in specific contexts such as the "Santa Mariana de Jesús" Educational Unit. The central objective was to analyze the impact of digital storytelling and the rewriting of myths on the development of narrative creativity in ninth-grade students. The research adopted a quantitative, pre-experimental, single-group approach, using pretest and post-test measurements to evaluate changes in narrative creativity after a pedagogical intervention. The sample consisted of 25 ninth-grade students, and a Likert-scale questionnaire, validated by expert judgment and demonstrating excellent reliability (Cronbach's alpha of 0.920), was administered. The intervention was implemented over four sessions, during which students analyzed and rewrote traditional myths, transforming their narratives into digital stories using the Fliki AI tool. The results showed a significant increase in creativity scores, with the mean rising from 19.64 in the pretest to 43.08 in the posttest, confirming a large (r=0.875) and statistically significant (p<0.001) effect. Therefore, the integration of digital storytelling and myth rewriting significantly enhances the development of creative and narrative skills in students, representing an effective strategy for boosting written production in basic education contexts
Item
“El cómic como herramienta didáctica en la identificación de los adjetivos calificativos”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Cuzco Imba, Yesenia Lizbeth; Negrete Balseca, Brithney Patricia; Cárdenas Quintana, Raúl Bolívar
Human communicative ability relies on a command of grammar in which qualitative adjectives play a crucial role by associating specific attributes and traits with nouns to generate clear messages. However, at the Technical University of Cotopaxi, it was observed that students face significant difficulties in using these categories, which restricts their descriptive capacity and limits the clarity of their verbal expression. Therefore, this research aimed to evaluate the effectiveness of comics as a didactic tool to strengthen the identification of qualitative adjectives. The methodology employed a quantitative approach with an explanatory scope and a quasi-experimental design—featuring pre- and post-tests—applied to a sample of 22 students majoring in Language and Literature Pedagogy. Data collection was conducted using a 15-item Likert-scale questionnaire, validated with a Cronbach’s alpha reliability coefficient of 0.947. The most significant results revealed a substantial shift: the pre-test showed 75.8% negative perceptions, whereas the post-test yielded 97.3% favorable responses following the intervention using graphic narratives. Thus, comics serve as an innovative didactic resource that integrates verbal and visual codes, allowing grammar to be perceived in a tangible and contextualized manner
Item
Educaplay como estrategia didáctica para la comprensión lectora
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-20) Villacis Borja, María Arlette; Alajo Anchatuña, Alexandra Lorena
In Ecuadorian General Basic Education, making inferences, connecting causes and consequences, and supporting interpretations remain reading comprehension challenges. The study examined the relevance of Educaplay as a teaching strategy for strengthening this competence among seventh-grade students at Unidad Educativa Alicia Marcuard de Yerovi. A mixed-methods approach, descriptive scope, and one-group pre-experimental design were used with non-probability census sampling. The population comprised the seventh-grade class; the analytical sample included 25 pretest questionnaires and 11 posttest questionnaires. For perceived reading comprehension, the mean rose from 4.21 to 4.37 and the high level from 83.82% to 93.33%. For the evaluation of Educaplay and digital resources, the mean increased from 3.99 to 4.34 and the high level from 67.16% to 79.31%. Open-ended responses showed that students recognized conflicts, narrative support, and lessons, although many explanations remained brief. The overall pretest Cronbach’s alpha was 0.69. The results indicated a favorable trend, but participant attrition and the lack of paired records prevented attributing the changes exclusively to the platform. The main contribution was the comparison of quantitative self-perception with written evidence of comprehension in an Ecuadorian school context