Patrones de uso estudiantil de recursos digitales en la enseñanza de la física universitaria: una revisión de alcance

Narciso Verón Rojas; Ignacio Julio Idoyaga

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Section

Comunicaciones cortas

Issue

Vol. 27 No. 1 (2026): X Encuentro Nacional de Didáctica de la Física

Published:
May 11, 2026

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.

Narciso Verón Rojas

Ignacio Julio Idoyaga

Universidad de Buenos Aires

How to Cite

Verón Rojas, N., & Idoyaga, I. J. (2026). Patrones de uso estudiantil de recursos digitales en la enseñanza de la física universitaria: una revisión de alcance. Chilean Journal of Scientific Education, 27(1), 95–100. Retrieved from http://revistas.umce.cl/index.php/RChEC/article/view/3263

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