<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-4532</journal-id>
<journal-title><![CDATA[Revista eleuthera]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. eleuthera]]></abbrev-journal-title>
<issn>2011-4532</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-45322020000200104</article-id>
<article-id pub-id-type="doi">10.17151/eleu.2020.22.2.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Eficacia de los objetos virtuales para el aprendizaje en el uso de estrategias de lectura de estudiantes de distritos del Perú con restricciones en conectividad y equipamiento - caso Villa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Efficacy of learning virtual objects in the use of reading strategies of students in districts of peru with restrictions on connectivity and computer equipment - the Villa Rica case]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Obleas]]></surname>
<given-names><![CDATA[Jorge Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Coronado]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>104</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-45322020000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-45322020000200104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-45322020000200104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso de tecnologías de información y comunicación en el Perú ha contribuido a mayor acceso a la educación y al desarrollo humano. Sin embargo, existen poblaciones que, al carecer de conectividad, no gozan completamente esas oportunidades. Mediante una propuesta cuasi experimental, se busca determinar el efecto del nivel de interactividad de los objetos virtuales para el aprendizaje, OVA, en la adquisición de estrategias de lectura; relevante para el diseño de OVA, al estar la interactividad condicionada por la conectividad. Se intervino un grupo experimental con OVA de interactividad pasiva y otro, con OVA de interactividad limitada, así como un grupo control; conformados por estudiantes del distrito de Villa Rica que accedieron a la plataforma virtual Clementina. Ambos OVA posibilitaron mejoras significativas al usar estrategias de lectura; aunque se evidenciaron mayores puntuaciones en el grupo con OVA de interactividad limitada, no existieron diferencias significativas en la eficacia de los OVA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of information and communication technologies in Peru has contributed to greater access to education and human development. However, there are populations that, lacking connectivity, do not fully enjoy these opportunities. Through a quasi-experimental proposal, the objective of this research is to determine the effect of the level of interactivity of learning virtual objects, LVOs, in the acquisition of reading strategies which is relevant for the design of the LVOs since interactivity is conditioned by connectivity. An experimental group was intervened with LVOs of passive interactivity and another, with LVOs of limited interactivity, as well as a control group conformed by students of the district of Villa Rica who accessed the virtual platform Clementina. Both LVOs enabled significant improvements in the use of reading strategies. Although higher scores were evident in the limited interactivity LVO group, there were no significant differences in the efficacy of LVOs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[diseño de objetos virtuales para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias de lectura]]></kwd>
<kwd lng="en"><![CDATA[design of learning virtual objects for learning]]></kwd>
<kwd lng="en"><![CDATA[reading strategies]]></kwd>
</kwd-group>
</article-meta>
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