La virtualidad como herramienta y canal para la escritura creativa de textos literarios juveniles.

Abstract

The present research aims to use virtuality as a medium and tool for students to create literary texts. Using a quantitative, descriptive, non-experimental, and cross-sectional approach, a survey was conducted among 32 students to examine their opinions, habits, and attitudes toward the use of digital platforms in their writing process. The findings indicated that students have a high degree of technological proficiency, preferring digital formats over traditional ones. They also expressed a favorable view of the use of virtuality to foster creativity, motivation, and self-expression in writing. They also expressed a desire to include more digital activities in classes and to learn how to use new online tools, although they commented that teachers still do not make adequate use of these resources. Data triangulation, theoretical analysis, and the researcher's critical interpretation validated that virtuality represents a viable and effective pedagogical strategy for promoting literary production among young people, provided its implementation is accompanied by conscious teacher mediation and methodological planning. In this context, the study suggests recommendations for including digital tools in the language and literature curriculum, seeking to promote more creative, inclusive teaching tailored to students' current languages.