Patrones de uso estudiantil de recursos digitales en la enseñanza de la física universitaria: una revisión de alcance
Keywords:
Digital Resources, Physics Teaching, Higher Education, Student Learning.Abstract
This research presents a scoping review on student engagement with digital learning resources in university physics education, aiming to identify emerging patterns in technology-mediated learning practices. Through a systematic search in academic databases (2015–2025) and inductive thematic analysis, 50 international studies were analyzed. Findings reveal five emergent categories of student use: (1) virtual experimentation, (2) interactive visualization of abstract concepts, (3) online collaboration, (4) self-assessment with immediate feedback, and (5) development of metacognitive and digital skills. These results show that students use digital resources actively and strategically, beyond mere access. However, pedagogical fragmentation persists: technological availability alone does not ensure deep learning without intentional instructional design. This project was developed and funded by Universidad Argentina J. F. Kennedy.
References
Bohórquez Guevara, V. M. (2024). Desafíos en la enseñanza de la física: Análisis a partir de una revisión bibliográfica. Ciencia Latina Revista Científica Multidisciplinar, 8(1), 8702–8715. https://doi.org/10.37811/cl_rcm.v8i1.10202
Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 69. https://doi.org/10.1186/1748-5908-5-69
Tan, D., & Cheah, C. (2021). Developing a gamified AI-enabled online learning application to improve students' perception of university physics. Computers and Education: Artificial Intelligence, 2, 100032. https://doi.org/10.1016/j.caeai.2021.100032
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
Zataraín-Cabada, R., Estrada, M., Cárdenas-Sainz, B., & Chavez-Echeagaray, M. (2022). Experiences of web-based extended reality technologies for physics education. Computer Applications in Engineering Education, 31(1), 63–82. https://doi.org/10.1002/cae.22571
