La personalización de ambientes educativos digitales basados en estilos de aprendizaje y estilos cognitivos. Una revisión sistemática sobre su eficacia y percepción / The personalization of digital educational environments based on learning styles...
DOI:
https://doi.org/10.17398/1695-288X.15.3.141Palavras-chave:
TIC, Enseñanza Asistida por Ordenador, Estilo Cognitivo, Enseñanza Individualizada, Adaptabilidad / ICT, Computer Assisted Instruction, Cognitive Style, Individualized Teaching, Adaptability.Resumo
Los ambientes educativos digitales personalizados (AEDP) se adaptan a diferentes características de los estudiantes en los procesos de enseñanza y aprendizaje. Los factores abordados con mayor frecuencia en los AEDPs para efectuar procesos de personalización son los estilos de aprendizaje (EA) y los estilos cognitivos (EC) de los estudiantes (Nakic, Granic y Glavinic, 2015). El objetivo de este estudio consistió en realizar una revisión sistemática de estudios que hayan indagado por la eficacia y la percepción de los estudiantes en diferentes niveles educativos al interactuar con AEDPs basados en EC y EA. Con el fin de identificar indicadores de producción e impacto, caracterizar el tipo de personalización efectuada y describir la metodología empleada en los estudios. Se analizaron publicaciones realizadas entre los años 2005 y 2016. Se efectuó la búsqueda de información en las bases de datos ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC y Proquest. Los resultados permiten identificar y describir fortalezas y debilidades de estudios empíricos alrededor en la implementación de AEDP basados en EA y EC en entornos educativos. La mayoría de los estudios evidencian ganancia en el logro de aprendizaje y una percepción positiva cuando los estudiantes interactúan con éstos entornos de aprendizaje. En síntesis, la personalización en entornos digitales educativos es una línea de acción que contribuye a mejorar los procesos de enseñanza y aprendizaje.
Abstract
The personalized digital educational environment (PDEE) adapt to different individual characteristics of students in the teaching and learning processes. The most frequently discussed factors in the PDEE s for personalizing processes are the learning styles (LS) and the cognitive styles (CS) of the students (Nakic, Granic & Glavinic, 2015). The aim of this study was to carry out a systematic review of studies that investigated the efficacy and perceptions of students at different educational levels when interacting with PDEEs based on LS and CS. In order to identify indicators of production and impact, characterize the type of customization made and describe the methodology used in these studies. Publications were analyzed between 2005 and 2016. Information was searched in the databases ScienceDirect, EBSCOhost Web, Wiley, Web of Science, ERIC and Proquest. The results allow to identify and describe strengths and weaknesses of empirical studies about the implementation of PDEEs based on LS and CS in educational environments. Most studies show gains in learning achievement and a positive perception when students interact with these learning environments. In short, personalization in educational digital environments is a line of action that contributes to improve the teaching and learning processes.
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