Efectividad de las intervenciones con tecnologías para promover la autorregulación del aprendizaje en estudiantes universitarios: un metaanálisis

Fabiola Sáez-Delgado; Francisca Parra; Pilar Jara; Javier Mella-Norambuena; Yaranay López-Angulo

doi:10.1590/1983-3652.2023.46636

Auteurs

Fabiola Sáez-Delgado Universidad Católica de la Santísima Concepción, Facultad de Educación, Departamento Fundamentos de la Pedagogía, Concepción, Chile https://orcid.org/0000-0002-7993-5356
Francisca Parra Universidad Católica de la Santísima Concepción, Facultad de Educación, Programa de Magíster en Ciencias de la Educación, Concepción, Chile https://orcid.org/0000-0002-3784-9724
Pilar Jara Universidad Católica de la Santísima Concepción, Facultad de Educación, Departamento de Currículum, Evaluación y Tecnologías en Educación, Concepción, Chile https://orcid.org/0000-0002-9975-8713
Javier Mella-Norambuena Universidad Técnica Federico Santa María, Departamento de Ciencias, Concepción, Chile https://orcid.org/0000-0002-4288-142X
Yaranay López-Angulo Universidad de Concepción, Departamento de Psicología, Concepción, Chile https://orcid.org/0000-0002-3331-6875

DOI :

https://doi.org/10.1590/1983-3652.2023.46636

Mots-clés :

Metaanálisis, Intervención, Autorregulación del aprendizaje, Tecnologías de la información y la comunicación

Résumé

Son prometedores los beneficios de la incorporación de tecnologías en educación. El objetivo de este estudio fue caracterizar las intervenciones desarrolladas para promover la autorregulación de aprendizaje con uso de tecnologías y determinar su efectividad. El método fue un metaanálisis basado en los estándares PRISMA identificando estudios en Web of Science, Scopus y Eric y su posterior análisis y selección usando el software Rayyan. La muestra fue de 6 estudios. Los análisis de datos se realizaron con el software Jamovi. Los resultados evidenciaron una caracterización insuficiente de las intervenciones respecto del número, frecuencia y duración de las sesiones, todas usaron el modelo de autorregulación de Zimmerman, pero pocos estudios especificaron un modelo tecnológico. Los tipos de tecnologías usados fueron LMS y aplicaciones móviles, y los instrumentos fueron escalas tipo Likert de autoinforme. El metaanálisis evidenció que las intervenciones fueron efectivas, aportó una estimación de 0.55 con un intervalo de confianza al 95% de 0.22, 0.88. La prueba de tamaño del efecto total fue significativa (z = 3.25, p = 0.001). Se concluye que las intervenciones con uso de tecnologías son efectivas en la promoción de la autorregulación. Se presentan implicaciones prácticas considerando estos resultados para la Educación Superior.

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Bibliographies de l'auteur

Fabiola Sáez-Delgado, Universidad Católica de la Santísima Concepción, Facultad de Educación, Departamento Fundamentos de la Pedagogía, Concepción, Chile

Chercheur universitaire à la faculté d'éducation et directeur adjoint du centre de recherche sur l'éducation et le développement de l'Universidad Católica de la Santísima Concepción (UCSC), Chili. Responsable du programme de maîtrise en sciences de l'éducation à l'UCSC. Enseignante, titulaire d'une licence en éducation, d'une maîtrise en éducation et d'un doctorat en psychologie de l'université de Concepción, au Chili. Ses recherches portent sur les variables cognitives et motivationnelles des processus d'enseignement et d'apprentissage, ainsi que sur les variables de la santé mentale dans les communautés éducatives. Elle est chargée de cours dans le cadre du programme doctoral en éducation de l'UCSC sur la recherche en éducation et l'analyse des données quantitatives à l'aide du logiciel statistique R. Elle s'est spécialisée dans les analyses systématiques de la littérature, la psychométrie et l'analyse des modèles prédictifs et explicatifs dans le domaine de l'éducation. Membre du Groupe international de recherche sur la société, l'éducation et la psychologie (GISEP). ID ORCID : https://orcid.org/0000-0002-7993-5356. Courriel : fsaez@ucsc.cl

Javier Mella-Norambuena, Universidad Técnica Federico Santa María, Departamento de Ciencias, Concepción, Chile

Maître de conférences au département des sciences de l'Universidad Técnica Federico Santa María, Concepción, Chili. Il est enseignant, titulaire d'une licence en éducation et d'une maîtrise en psychologie de la santé de l'université de Concepción, au Chili. Il est candidat au doctorat dans le cadre du programme doctoral en éducation de l'Universidad Católica de la Santísima Concepción, au Chili. Ses recherches portent sur les variables cognitives et motivationnelles dans les processus d'enseignement et d'apprentissage et sur les variables de santé mentale dans les communautés éducatives. Elle s'est spécialisée dans l'analyse systématique de la littérature, la méthodologie de la recherche et l'analyse des données quantitatives avec les logiciels SPSS, RStudio et Python. Membre du Groupe international de recherche sur la société, l'éducation et la psychologie (GISEP). ID ORCID : https://orcid.org/0000-0002-4288-142X. Courriel : javier.mellan@usm.cl

Yaranay López-Angulo, Universidad de Concepción, Departamento de Psicología, Concepción, Chile

Diplôme en psychologie, maîtrise en psychopédagogie de l'université de La Havane, Cuba. Doctorat en psychologie à l'université de Concepción, Chili. Professeur à la faculté des sciences sociales de l'université de Concepción, Chili. Intérêts de recherche : variables cognitives et motivationnelles liées à l'abandon des études universitaires, à la psychoéducation et au genre. Professeur des cours suivants : psychologie de l'éducation, psychologie du développement, méthodologie et analyse des données. ID ORCID : https://orcid.org/0000-0002-3331-6875. Courriel : yaralopez@udec.cl

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