Publicado:
2025-11-13Número:
Vol. 21 Núm. 2 (2024)Sección:
Investigación y DesarrolloImpacto de las TIC en procesos de educación: Una revisión sistemática.
Impact of ICT in educational processes: A systematic review
Palabras clave:
information systems, learning process, evaluation method, management systems, digital education (en).Palabras clave:
sistemas de información, proceso de aprendizaje, método de evaluación, sistemas de gestión, educación digital (es).Descargas
Resumen (es)
El artículo es una revisión sistemática sobre como las TIC influyen en los procesos de educabilidad-enseñabilidad, con un enfoque desde la ingeniería de sistemas. Utilizando una revisión de literatura en Scopus y Science Direct, seleccionando 57 artículos relevantes que destacan las ventajas de metodologías híbridas como el aprendizaje combinado, el design thinking, la gamificación, entre otras, las cuales mejoran la motivación y el rendimiento académico al ofrecer experiencias interactivas y personalizadas. Sin embargo, se identifican desafíos como la falta de formación docente y carencias de infraestructuras tecnológicas. La pandemia de COVID-19 aceleró la digitalización educativa, evidenciando tanto el valor de las TIC, como las brechas digitales existentes. La revisión concluye que, para optimizar estas herramientas, es esencial una inversión constante en la capacitación docente y en la infraestructura tecnológica, garantizando así un aprendizaje eficaz y preparado para los retos futuros.
Resumen (en)
The article is a systematic review on how ICTs influence educability-teachability processes, with a systems engineering approach. Using a literature review in Scopus and Science Direct, selecting 57 relevant articles that highlight the advantages of hybrid methodologies such as blended learning, design thinking, gamification, among others, which improve motivation and academic performance by offering interactive and personalized experiences. However, challenges such as lack of teacher training and technological infrastructures are identified. The COVID-19 pandemic accelerated educational digitalization, highlighting both the value of ICTs and the existing digital divides. The review concludes that, in order to optimize these tools, a constant investment in teacher training and technological infrastructure is essential to ensure effective learning and preparedness for future challenges.
Referencias
J. M. Fernández Batanero, M. M. Rueda, J. F. Cerero, y P. Tadeu, “Impacto de las TIC en el alumnado con discapacidad en el área de Educación Física: una revisión sistemática”, Retos, vol. 2041, núm. 39, pp. 21–28, 2021, [En línea]. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=7595362
A. Misso y M. Ismail, “Leveraging the Design Thinking Approach to Improve ICT Skills for Students in Higher Learning Institutions: The Case of FinHub Tanzania”, SN Comput. Sci., vol. 5, núm. 7, pp. 1–11, 2024, doi: 10.1007/s42979-024-03194-5.
E. P. Herrera-Granda, J. G. Loor-Bautista, y J. I. Mina-Ortega, “Incidence of Metaphorical Virtual Classrooms and Interactive Learning Objects in the Interaction of Online Students: An Ecuadorian Case Study”, Appl. Sci., vol. 14, núm. 15, 2024, doi: 10.3390/app14156447.
A. Ruiz Cabezas, M. Castañar Medina Domínguez, E. Pérez Navío, y A. M. Medina Rivilla, “Formación del Profesorado Universitario en la Competencia Digital”, Pixel-Bit, Rev. Medios y Educ., núm. 58, pp. 181–215, 2020, doi: 10.12795/pixelbit.74676.
C. Kontzinos, E. Karakolis, P. Kokkinakos, S. Skalidakis, D. Askounis, y J. Psarras, “Application and Evaluation of a Blockchain-Centric Platform for Smart Badge Accreditation in Higher Education Institutions”, Appl. Sci., vol. 14, núm. 12, 2024, doi: 10.3390/app14125191.
S. Kumar y Priyanka, “The Effects of Information and Communication Technology (ICT) on Pedagogy and Student Learning Outcome in Higher Education”, EAI Endorsed Trans. Scalable Inf. Syst., vol. 11, núm. 2, pp. 1–5, 2024, doi: 10.4108/eetsis.4629.
A. J. Amores Valencia y P. De Casas Moreno, “El uso de las TIC como herramienta de motivación para alumnos de enseñanza secundaria obligatoria. Estudio de caso español”, Hamut’Ay, vol. 6, núm. 3, p. 37, 2019, doi: 10.21503/hamu.v6i3.1845.
S. F. Barrrios y R. J. Jurado, “Interactive Virtual Environments in the Bachelor’s Degree in Early Childhood Degree Education: an intervention to improve academic performance | Entornos virtuales activos en el Grado de Educación Infantil: una intervención para la mejora del rendimiento ”, Edutec, vol. 88, pp. 107–119, 2024, doi: 10.21556/edutec.2024.88.3139.
S. Kumar y Priyanka, “The Effects of Information and Communication Technology (ICT) on Pedagogy and Student Learning Outcome in Higher Education”, EAI Endorsed Trans. Scalable Inf. Syst., vol. 11, núm. 2, pp. 1–5, 2024, doi: 10.4108/eetsis.4629.
Z. Kanetaki et al., “Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education”, Sustain., vol. 14, núm. 9, 2022, doi: 10.3390/su14095205.
M. A. Haque et al., “Internet of things enabled E-learning system for academic achievement among university students”, E-Learning Digit. Media, 2024, doi: 10.1177/20427530241280078.
B. Xu y C. Li, “Influencing factors of college students’ entrepreneurial ecosystem based on the internet of things and embedded systems”, Microprocess. Microsyst., vol. 81, 2021, doi: 10.1016/j.micpro.2020.103694.
J. R. Hanaysha, F. B. Shriedeh, y M. In’airat, “Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance”, Int. J. Inf. Manag. Data Insights, vol. 3, núm. 2, 2023, doi: 10.1016/j.jjimei.2023.100188.
S. M. Pagliara, M. Sanchez Utge, G. Bonavolontà, y A. Mura, Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles, vol. 306. 2023. doi: 10.3233/SHTI230670.
J. Cabero-Almenara, J. J. Gutiérrez-Castillo, F. D. Guillén-Gámez, y A. F. Gaete-Bravo, “Digital Competence of Higher Education Students as a Predictor of Academic Success”, Technol. Knowl. Learn., vol. 28, núm. 2, pp. 683–702, 2023, doi: 10.1007/s10758-022-09624-8.
M. Abdurashidova, M. E. Balbaa, S. Nematov, Z. Mukhiddinov, y I. Nasriddinov, “The impact of innovation and digitalization on the quality of higher education: A study of selected universities in Uzbekistan”, J. Intell. Syst., vol. 32, núm. 1, 2023, doi: 10.1515/jisys-2023-0070.
J. R. Egoavil-Vera y F. Dávila-Fernández, “Gamification in the academic performance ofthe mathematics course in incoming undergraduate students of a private universityin Lima | La gamificación en el rendimiento académico del curso de matemáticas en los estudiantes ingresantesde pregrado de una uni”, en Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology, 2023.
Y. Cao et al., “Appraisal of information and communications technologies on the teaching process by neuro fuzzy logic”, Comput. Appl. Eng. Educ., vol. 30, núm. 3, pp. 779–802, 2022, doi: 10.1002/cae.22486.
F. Séculi, F. Julián, F. Xavier Espinach, y M. Alcalà, Competences Assessment and Gamification Strategies to Incentive Students. 2022. doi: 10.1007/978-3-030-92426-3_35.
L. M. Yeomans-Galli, M. P. Vela-Coiffier, R. V. Gutierrez-Hernandez, y R. Ballinas-Gonzalez, “Comparing the Use of Virtual Models vs. Fieldwork in Developing Geomatics Skills in Undergraduate Engineering Education during the COVID-19 Pandemic”, en 2023 Future of Educational Innovation-Workshop Series Data in Action, FEIWS 2023, 2023. doi: 10.1109/IEEECONF56852.2023.10104787.
J. Hu y Y. Wang, “Influence of students’ perceptions of instruction quality on their digital reading performance in 29 OECD countries: A multilevel analysis”, Comput. Educ., vol. 189, 2022, doi: 10.1016/j.compedu.2022.104591.
F. J. G. Prieto, D. Lopez-Aguilar, y M. Delgado-Garcia, “Digital competence of university students and academic performance in times of COVID-19 | Competencia digital del alumnado universitario y rendimiento academico en tiempos de COVID-19”, Pixel-Bit, Rev. Medios y Educ., vol. 64, pp. 165–199, 2022, doi: 10.12795/pixelbit.91862.
M. Pan y J. Tao, “Towards a Sustainable Multidimensional Approach to English Proficiency Proof in the Post-Pandemic Era: Learning from the Legacy of COVID-19”, Sustain., vol. 14, núm. 9, 2022, doi: 10.3390/su14095568.
H. Akram, S. Aslam, A. Saleem, y K. Parveen, “the Challenges of Online Teaching in Covid-19 Pandemic: a Case Study of Public Universities in”, J. Inf. Technol. Educ. Res., vol. 20, pp. 263–282, 2021, doi: 10.28945/4784.
E. Tokareva, O. Malysheva, Y. Smirnova, y L. Orchakova, “Predictors of the Use of ICTS in Higher Education: Relevance and Readiness of Universities for Their Implementation”, Int. J. Emerg. Technol. Learn., vol. 16, núm. 4, pp. 166–183, 2021, doi: 10.3991/ijet.v16i14.20047.
M. Pardo-Cueva, L. M. Chamba-Rueda, Á. H. Gómez, y B. G. Jaramillo-Campoverde, “Ict and academic performance in higher education: A relationship enhanced by the use of the padlet | Las tic y rendimiento académico en la educación superior: Una relación potenciada por el uso del padlet”, RISTI - Rev. Iber. Sist. e Tecnol. Inf., vol. 2020, núm. E28, pp. 934–944, 2020.
M. Ruiz-Corbella y J. García-Gutiérrez, “Learning-Service in digital learning scenarios: innovative proposal for higher education) | Aprendizaje-Servicio en escenarios digitales de aprendizaje: propuesta innovadora en la educación superior”, RIED-Revista Iberoam. Educ. a Distancia, vol. 23, núm. 1, pp. 183–198, 2020, doi: 10.5944/ried.23.1.24391.
A. M. Al-Abdullatif y A. A. Gameil, “Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education”, Int. J. Emerg. Technol. Learn., vol. 15, núm. 19, pp. 122–142, 2020, doi: 10.3991/ijet.v15i19.15611.
M. Priyaadharshini, N. NathaMayil, R. Dakshina, S. Sandhya, y R. Bettina Shirley, “Learning analytics: Game-based Learning for Programming Course in Higher Education”, en Procedia Computer Science, 2020, pp. 468–472. doi: 10.1016/j.procs.2020.05.143.
E. R. Ramos Silvestre y M. Peredo Claros, “El papel de la tecnología para la mejora de la calidad educativa”, Cienc. Lat. Rev. Científica Multidiscip., vol. 7, núm. 3, pp. 1018–1027, 2023, doi: 10.37811/cl_rcm.v7i3.6245.
M. D. González-Zamar, E. Abad-Segura, y L. J. Belmonte-Ureña, “Meaningful learning in the development of digital skills. Trend analysis”, Int. J. Educ. Res. Innov., vol. 2020, núm. 14, pp. 91–110, 2020, doi: 10.46661/ijeri.4741.
A. Pereles, B. Ortega-Ruipérez, y M. Lázaro, “A digital world toolkit: enhancing teachers’ metacognitive strategies for student digital literacy development | Herramientas para un mundo digital: mejorando estrategias metacognitivas docentes para desarrollar la alfabetización digital del alumnado”, RIED-Revista Iberoam. Educ. a Distancia, vol. 27, núm. 2, 2024, doi: 10.5944/ried.27.2.38798.
J. E. Salazar Béjar y M. Cáceres Mesa, “ESTRATEGIAS METACOGNITIVAS PARA EL LOGRO DE APRENDIZAJES SIGNIFICATIVOS”, Rev. Conrado, vol. 18, pp. 1–11, 2021.
J. Hu y J. Hu, “Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database”, Sustain., vol. 14, núm. 23, 2022, doi: 10.3390/su142315998.
F. D. Guillén-Gámez, J. Cabero-Almenara, C. Llorente-Cejudo, y A. Palacios-Rodríguez, “Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods”, Technol. Knowl. Learn., vol. 27, núm. 4, pp. 1193–1213, 2022, doi: 10.1007/s10758-021-09531-4.
Á. Antón-Sancho, P. Fernández-Arias, y D. Vergara, “Perception of the Use of Virtual Reality Didactic Tools among Faculty in Mexico”, Futur. Internet, vol. 15, núm. 2, 2023, doi: 10.3390/fi15020072.
M. Alenezi, S. Wardat, y M. Akour, “The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities”, Sustain., vol. 15, núm. 6, 2023, doi: 10.3390/su15064782.
Á. Antón-Sancho y M. Sánchez-Calvo, “Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors”, Educ. Sci., vol. 12, núm. 9, 2022, doi: 10.3390/educsci12090635.
K. Dreyer, A. Cosma, I. Hlinková, y J. Henggeormation, “Lessons learned from the PISA4U pilot: THE ONLINE PROGRAMME FOR SCHOOL IMPROVEMENT”, OECD Educ. Work. Pap., núm. 171, pp. 0_1,3-5,7-23, 2018, [En línea]. Disponible en: https://search.proquest.com/docview/2046743975?accountid=13042%0Ahttp://oxfordsfx.hosted.exlibrisgroup.com/oxford?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ%3Aeducation&atitle=Lessons+learned+from+the+PISA4U+p
S. Lewis, Platforming PISA: The OECD as a mobile governance actor in global education. 2023. doi: 10.4324/9781003359722-14.
H. Mora, M. T. Signes-Pont, A. Fuster-Guilló, y M. L. Pertegal-Felices, “A collaborative working model for enhancing the learning process of science & engineering students”, Comput. Human Behav., vol. 103, pp. 140–150, 2020, doi: 10.1016/j.chb.2019.09.008.
Z. Asfaw, D. Alemneh, y W. Jimma, “Data-Driven Decision-Making and Its Impacts on Education Quality in Developing Countries: A Systematic Review”, en 2023 International Conference on Information and Communication Technology for Development for Africa, ICT4DA 2023, 2023, pp. 198–203. doi: 10.1109/ICT4DA59526.2023.10302228.
M. Elhajji, A. S. Alsayyari, y A. Alblawi, “Towards an artificial intelligence strategy for higher education in Saudi Arabia”, en ICCAIS 2020 - 3rd International Conference on Computer Applications and Information Security, 2020. doi: 10.1109/ICCAIS48893.2020.9096833.
E. Tokareva, O. Malysheva, Y. Smirnova, y L. Orchakova, “Predictors of the Use of ICTS in Higher Education: Relevance and Readiness of Universities for Their Implementation”, Int. J. Emerg. Technol. Learn., vol. 16, núm. 4, pp. 166–183, 2021, doi: 10.3991/ijet.v16i14.20047.
C. Juan-Llamas y A. Viuda-Serrano, “Using socrative as a tool to improve the teaching-learning process in higher education | Socrative como herramienta de mejora del proceso de enseñanza-aprendizaje en educación superior”, RIED-Revista Iberoam. Educ. a Distancia, vol. 25, núm. 1, pp. 279–297, 2022, doi: 10.5944/ried.25.1.31182.
A. Al Redhaei, M. Awad, y K. Salameh, “Assessing the Impact of Gamification in Higher Education: An Experimental Study using Kahoot! and Nearpod During COVID-19 Pandemic”, en 2022 Advances in Science and Engineering Technology International Conferences, ASET 2022, 2022. doi: 10.1109/ASET53988.2022.9734892.
D. Velarde-Camaqui y J. Sanabria-Z, Augmented Reality as a Driver to Enhance Engagement in High School Students, vol. Part F3283. 2024. doi: 10.1007/978-981-97-1814-6_140.
Y. N. Lee y M. Zhu, “Digital Game-Based Learning Can Develop Students’ Literacy Skills and Meet Learning Standards in the US”, Comput. Sch., vol. 39, núm. 3, pp. 274–296, 2022, doi: 10.1080/07380569.2022.2075163.
A. Almufarreh y M. Arshad, “Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges”, Sustain., vol. 15, núm. 8, 2023, doi: 10.3390/su15086917.
R. Khajuria, A. Sharma, y A. Sharma, “A detailed survey regarding the usage of different ICT technology modes adopted by higher education institutions”, Indones. J. Electr. Eng. Comput. Sci., vol. 29, núm. 3, pp. 1634–1641, 2023, doi: 10.11591/ijeecs.v29.i3.pp1634-1641.
J.-Q. Zheng, K.-C. Cheung, y P.-S. Sit, “Identifying key features of resilient students in digital reading: Insights from a machine learning approach”, Educ. Inf. Technol., vol. 29, núm. 2, pp. 2277–2301, 2024, doi: 10.1007/s10639-023-11908-0.
L. Pengfei y E. Toshio, “Revolutionizing Higher Education E-Learning: A Universal Robot Approach with Vocal Encouragement and Movement Performance”, en 2024 13th International Conference on Educational and Information Technology, ICEIT 2024, 2024, pp. 124–128. doi: 10.1109/ICEIT61397.2024.10540998.
M. S. Yélamos Guerra y A. J. Moreno Ortiz, “The Use of ICT tools within the CLIL Methodological Approach in Higher Education (Kahoot!, Short Films and BookTubes) | El uso de las TIC y el enfoque AICLE en la educación superior (Kahoot!, cortometrajes y BookTubes)”, Pixel-Bit, Rev. Medios y Educ., núm. 63, pp. 257–292, 2022, doi: 10.12795/PIXELBIT.86639.
E. C. Maganã, V. G. Méndez, A. C. Ariza, y N. C. Monzonís, “Perception of students on the use of videoblog as a digital resource in higher education | Percepción de estudiantes sobre el uso del videoblog como recurso digital en educación superior”, Pixel-Bit, Rev. Medios y Educ., núm. 58, 2020, doi: 10.12795/PIXELBIT.74358.
L. M. Chamba - Rueda, J. T. Zambrano, y M. Pardo – Cueva, “Model applied to higher education in times of pandemic (CoVID-19) | Modelo de aceptación tecnológica aplicado en la Educación Superior en tiempos de pandemia (COVID-19)”, en Iberian Conference on Information Systems and Technologies, CISTI, 2022. doi: 10.23919/CISTI54924.2022.9820007.
J. A. García-Martínez, F. C. Rosa-Napal, I. Romero-Tabeayo, S. López-Calvo, y E. J. Fuentes-Abeledo, “Digital tools and personal learning environments: An analysis in higher education”, Sustain., vol. 12, núm. 19, pp. 1–11, 2020, doi: 10.3390/su12198180.
U. B. Qushem, A. Christopoulos, y M.-J. Laakso, “The Value Proposition of An Integrated Multimodal Learning Analytics Framework”, en 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 - Proceedings, 2022, pp. 666–671. doi: 10.23919/MIPRO55190.2022.9803728.
Cómo citar
IEEE
ACM
ACS
APA
ABNT
Chicago
Harvard
MLA
Turabian
Vancouver
Descargar cita
Visitas
Descargas
Licencia
Derechos de autor 2025 Revista Vínculos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
2.png)
Este obra está bajo una licencia Creative Commons Atribución 4.0
