eXelearning: offline digital resource for teaching accented words in elementary school
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The integration of digital resources into primary education provides an opportunity to enhance orthographic learning through innovative teaching strategies. This study aimed to analyze the impact of eXeLearning as an offline digital resource for teaching accentuated words to fourth-grade students at Disney Private School in Daule, Ecuador. A mixed-methods, applied, quasi-experimental design with a single group was employed, involving 34 students. Data collection included a pedagogical test administered as both pretest and posttest, a semi-structured interview with the classroom teacher, and a classroom observation checklist. Content validity was established through expert judgment, while the reliability of the test reached a Cronbach's alpha coefficient of 0.91. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon signed-rank test, whereas qualitative data were examined through thematic content analysis and methodological triangulation. The findings revealed significant improvements across all assessed dimensions, with statistically significant differences between the pretest and posttest (p < 0.001) and a large effect size (r = 0.88). The study concludes that eXeLearning is an effective offline educational resource for improving the learning of Spanish accentuation rules by fostering active participation, immediate feedback, and contextualized orthographic practice in primary education.
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