<?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>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100005</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.732</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El Entorno Virtual Second Life en la Competencia Comunicativa Escrita en Estudiantes de Educación Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[The Second Life Virtual Environment in Written Communicative Competence among Secondary Education Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas-Chavez]]></surname>
<given-names><![CDATA[Dany Galu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe-Choqque]]></surname>
<given-names><![CDATA[David Salomon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monge-Suarez]]></surname>
<given-names><![CDATA[Ladislao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osorio-Chirinos]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El rápido desarrollo de las TIC ha impactado significativamente diversos sectores, incluido el educativo. Por ello, el objetivo de esta investigación fue demostrar si el uso del entorno virtual Second Life mejora el desarrollo de la competencia &#8220;Escribe diversos tipos de textos en su lengua materna&#8221; en estudiantes de la Institución Educativa Ollantay. El estudio se desarrolló desde el paradigma positivista, bajo el método hipotético-deductivo, con enfoque cuantitativo y diseño preexperimental de un solo grupo con pretest y postest, de alcance descriptivo-comparativo y temporalidad longitudinal. Se seleccionó una muestra no probabilística de 29 estudiantes. Se analizaron dos variables principales: el entorno virtual como medio de interacción pedagógica y la competencia comunicativa escrita como expresión del desarrollo comunicativo de los estudiantes. La recolección de datos se realizó mediante observación sistemática durante la ejecución de las sesiones de aprendizaje, y el desempeño escrito se evaluó con una rúbrica analítica previamente validada. Para orientar el análisis, se formularon una hipótesis general y cuatro hipótesis específicas, lo que permitió examinar la competencia global y sus dimensiones específicas con mayor profundidad. Los datos se analizaron mediante la prueba de rangos con signo de Wilcoxon. Los resultados evidenciaron diferencias estadísticamente significativas entre el pretest y el postest, demostrando que el uso del entorno virtual Second Life influyó positivamente en la competencia comunicativa escrita, tanto en el nivel general como en sus componentes específicos. Se concluye que Second Life constituye un recurso pedagógico valioso para fortalecer la producción escrita y aporta evidencia relevante para futuras investigaciones educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The rapid development of ICTs has significantly impacted various sectors, including education. Therefore, the objective of this research was to demonstrate whether the use of the Second Life virtual environment improves the development of the competence &#8220;Writes various types of texts in their mother tongue&#8221; among students at the Ollantay Educational Institution. The study was conducted within the positivist paradigm, under the hypothetico-deductive method, with a quantitative approach and a one-group pre-experimental pretest-posttest design, with descriptive-comparative scope, and longitudinal temporality. A non-probabilistic sample of 29 students was selected. Two main variables were analyzed: the virtual environment as a means of pedagogical interaction and written communicative competence as an expression of students&#8217; expressive development. Data were collected through systematic observation during the implementation of the learning sessions, and written performance was assessed using a previously validated analytical rubric. To guide the analysis, one general hypothesis and four specific hypotheses were formulated, allowing the study to examine the overall competence and its specific dimensions in greater depth. The data were analyzed using the Wilcoxon signed-rank test. The results showed statistically significant differences between the pretest and posttest scores, demonstrating that the use of the Second Life virtual environment had a positive influence on written communicative competence, both at the general level and in its specific components. The study concludes that Second Life represents a valuable pedagogical resource for strengthening written production and contributes relevant evidence for future educational research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Second Life]]></kwd>
<kwd lng="es"><![CDATA[competencia comunicativa]]></kwd>
<kwd lng="es"><![CDATA[realidad virtual]]></kwd>
<kwd lng="es"><![CDATA[avatar.]]></kwd>
<kwd lng="en"><![CDATA[Second Life]]></kwd>
<kwd lng="en"><![CDATA[communicative competence]]></kwd>
<kwd lng="en"><![CDATA[virtual reality]]></kwd>
<kwd lng="en"><![CDATA[avatar.]]></kwd>
</kwd-group>
</article-meta>
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