Estrategias tecnológicas, motivación y rendimiento académico en educación superior: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.20529247Palabras clave:
estrategias tecnológicas, motivación académica, rendimiento académico, educación superior, aprendizaje digitalResumen
La presente revisión sistemática analiza la relación entre las estrategias tecnológicas, la motivación y el rendimiento académico en la educación superior a partir de investigaciones científicas indexadas en Scopus. El estudio se desarrolló bajo un enfoque cualitativo-documental siguiendo los lineamientos PRISMA 2020. La búsqueda bibliográfica se realizó mediante operadores booleanos avanzados y criterios de elegibilidad relacionados con motivación académica, rendimiento académico, educación superior y tecnologías educativas. Inicialmente se identificaron 109 estudios, los cuales fueron sometidos a procesos de filtrado temporal, temático y metodológico, seleccionándose finalmente 24 artículos científicos publicados entre 2024 y 2025. Los resultados evidencian que la gamificación, la inteligencia artificial, las plataformas virtuales, el aprendizaje híbrido y las metodologías activas mediadas por tecnología contribuyen significativamente al fortalecimiento de la motivación, el engagement y el desempeño académico universitario. Asimismo, los estudios destacan que variables como la autoeficacia, la autorregulación y la interacción docente-estudiante desempeñan un papel fundamental dentro de los entornos digitales de aprendizaje. Se concluye que las estrategias tecnológicas constituyen herramientas relevantes para optimizar los procesos educativos universitarios; sin embargo, su efectividad depende de la adecuada integración pedagógica, la planificación metodológica y el acompañamiento docente dentro de los entornos virtuales contemporáneos.
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