Between algorithms and stories: reading motivation in primary education through gamified intervention with artificial intelligence

Entre algoritmos y cuentos: motivación lectora en educación primaria mediante intervención gamificada apoyada por inteligencia artificial

Reading motivation in primary education is a significant challen- ge, particularly in contexts where reading is often perceived as a compulsory and unengaging activity. This reflective article, derived from a situated pedagogical experience, examines the role that artificial intelligence (AI) tools and game-based learning dynamics can play in strengthening reading motivation among primary school students. The reflection is grounded in classroom observation and in the analysis of students’ interactions, levels of participation, and responses to activities developed in Gimkit, designed with the support of AI tools and pedagogically mediated by teachers. The interpretations derived from this experience suggest that the inte- gration of game-based dynamics, digital resources, and artificial intelligence fostered higher levels of participation, interest, and engagement with reading in the educational context examined. This experience invites reflection on the potential of these strategies as pedagogical mediation resources for strengthening reading motiva- tion, while recognizing that their contributions should be interpreted within a specific educational context and understood considering the characteristics of each school setting. This article is based on a pedagogical experience developed within the framework of the master’s degree in Virtual Education at the University of Manizales during the 2025–2026 academic period.