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

Authors

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

Keywords:

Meta-analysis, Intervention, Self-regulation of learning, Information, and communication technologies

Abstract

The benefits of incorporating technologies in education are promising. The aim of this study was to characterize the interventions developed to promote self-regulation of learning with the use of technologies and to determine their effectiveness. The method was a meta-analysis based on PRISMA standards identifying studies in Web of Science, Scopus and Eric and their subsequent analysis and selection using Rayyan software. The sample consisted of 6 studies. Data analysis was performed with Jamovi software. The results showed an insufficient characterization of the interventions regarding the number, frequency, and duration of the sessions, all of them used Zimmerman's self-regulation model, but few studies specified a technological model. The types of technologies used were LMS and mobile applications, and the instruments were self-report Likert-type scales. The meta-analysis evidenced that the interventions were effective, provided an estimate of 0.55 with a 95% confidence interval of 0.22, 0.88. The total effect size test was significant (z = 3.25, p = 0.001). It is concluded that interventions with the use of technologies are effective in promoting self-regulation. Practical implications are presented considering these results for Higher Education.

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Author Biographies

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

Academic researcher of the Faculty of Education and Deputy Director of the Center for Research in Education and Development of the Catholic University of the Most Holy Conception (UCSC), Chile. Head of the Master's program in Education Sciences at UCSC. Professor, Licentiate in Education, Master in Education and PhD in Psychology from the University of Concepción, Chile. Her line of research is the motivational cognitive variables of teaching and learning processes; also the variables of mental health in educational communities. Chair in the Doctoral Program in Education at UCSC on Research in Education and Quantitative Data Analysis using R statistical software. She has specialized in systematic literature reviews, psychometrics and analysis of predictive and explanatory models in Education. Member of the International Research Group Society, Education and Psychology (GISEP). ORCID ID: https://orcid.org/0000-0002-7993-5356. Email: fsaez@ucsc.cl
Javier Mella-Norambuena, Universidad Técnica Federico Santa María, Departamento de Ciencias, Concepción, Chile

Professor of the Science Department of the Universidad Técnica Federico Santa María, Concepción, Chile. He is a professor, Bachelor in Education and Master in Health Psychology from the Universidad de Concepción, Chile. D. candidate in the Doctoral Program in Education at the Universidad Católica de la Santísima Concepción, Chile. His research interests are cognitive-motivational variables of teaching and learning processes; and mental health variables in educational communities. She has specialized in systematic literature reviews, research methodology, and quantitative data analysis with SPSS, RStudio and Python software. Member of the International Research Group Society, Education and Psychology (GISEP). ORCID ID: https://orcid.org/0000-0002-4288-142X. Email: javier.mellan@usm.cl
Yaranay López-Angulo, Universidad de Concepción, Departamento de Psicología, Concepción, Chile

Degree in Psychology, Master in Educational Psychology from the University of Havana, Cuba. PhD in Psychology from the University of Concepción, Chile. Academic of the Faculty of Social Sciences, Universidad de Concepción, Chile. Lines of research: cognitive-motivational variables related to university dropout, psychoeducation and gender. Professor of the following courses: Educational Psychology, Developmental Psychology, Methodology and Data Analysis. ORCID ID: https://orcid.org/0000-0002-3331-6875. Email: yaralopez@udec.cl

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