Digital Storytelling with Piktochart to Foster Inferential and Critical Reading Comprehension in Upper-secondary Education
Published 2026-05-19
Keywords
- Reading comprehension,
- inferential reading,
- critical reading,
- digital storytelling,
- educational infographic
- information literacy ...More
How to Cite
Abstract
This article aims to design and validate a didactic proposal based on digital storytelling through the Piktochart tool to strengthen inferential and critical reading comprehension among third-year high school students. The study originated from a diagnostic evaluation conducted at Unidad Educativa Particular Borja, which revealed that students demonstrate adequate literal comprehension but show marked difficulties when making inferences or expressing critical judgments about texts.
The proposal consists of six interrelated phases: initial diagnosis, source curation, guided reading, multimodal narrative production, oral argumentation, and metacognitive reflection. Each phase includes verifiable products and authentic assessment criteria that allow teachers to observe reading as a process of cognitive construction and creative expression.
Methodologically, the research follows a mixed-methods approach, descriptive in nature and with an applied scope. Data collection involved a reading comprehension diagnostic test, semi-structured interviews with Literature teachers, and expert judgment for content validation. Results highlight a significant gap between literal and inferential-critical comprehension levels, supporting the coherence, pertinence, and innovative value of the proposed system. In conclusion, digital storytelling emerges as a feasible and replicable didactic strategy that promotes deep reading, argumentation, and critical knowledge construction among high school students.
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References
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