Reading comprehension through the processing of digital texts in university students, Lima-Peru
Keywords:
technological access, digital competence, digital inequality, university students, digital technologyAbstract
Introduction: Educational digitization has increased the use of digital texts at the university level, but it faces challenges such as technological inequality and a lack of teacher training, which affect reading comprehension in digital environments. This study sought to determine the influence of digital text processing on the reading comprehension skills of Architecture and Urban Planning students at the Federico Villarreal National University in Lima, Peru. Materials and methods: A quasi-experimental study with a quantitative approach was conducted in 2024. The sample, selected using non-probability convenience sampling, consisted of 57 first-year students. A questionnaire validated by expert judgment, with a Cronbach's alpha reliability of 0.85, was used to assess the integration and impact of digital texts. Results: 87.7% of the students used digital texts, primarily e-books (78.9%) and educational platforms (70.2%). The predominant teaching strategy was guided reading (82.5%). However, reading proficiency levels were low: only 9.43% reached an advanced level in digital text comprehension, and 58.24% were at a basic level of critical analysis. The best-rated factors were technological access (3.79/5) and content quality (3.53/5). Discussion: The results show frequent integration of digital texts with active learning strategies, but significant deficiencies in comprehension and critical analysis persist, especially in digital format, exacerbated by distractions and the interactivity of the media. The digital divide and the need to strengthen the digital skills of students and teachers are key limitations. Conclusions: The integration of digital texts is a reality in university education, but its effectiveness in developing complex reading skills is limited. Closing the digital divide, implementing specific pedagogical strategies for the digital environment, and strengthening teacher and student training in critical digital skills are necessary to optimize learning.
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Copyright (c) 2025 George Argota Pérez, Rosalvina Campos Pérez, Edward Espinoza Herrera, Antonieta Isidora Azáldegui Moscol, Yuliana Flores Uquiche
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