Una revisión sistemática de la utilización de las TIC e inteligencia emocional sobre la motivación y el rendimiento académico

Autores/as

DOI:

https://doi.org/10.35622/j.ti.2022.03.001

Palabras clave:

inteligencia emocional, motivación, TIC, rendimiento académico, revisión sistemática

Resumen

The purpose of this research was to identify through a Systematic Review (SR) the relationship between Emotional Intelligence (EI) and the use of Information and Communication Technologies (ICT) on student motivation and academic performance. For this purpose, two searches were carried out in scientific electronic resources, such as Web of Science, Scopus, PubMed, PsycINFO and Dialnet. In this way, a total of 98 studies were obtained which, after applying the inclusion and exclusion criteria, left a total of 39 papers for review. The results show that EI and the use of ICTs have a positive relationship on motivation and academic performance. The most relevant conclusions suggest that the level of EI favors personal well-being, the improvement of school coexistence and the correct use of ICT. Likewise, the use of digital resources in the educational context increases motivation, academic performance and the achievement of curricular objectives in the different educational stages. However, it is suggested that further research should be carried out to confirm the findings of this paper.

Referencias

Ahmad, N., Su, C., y Mat, Z. (2015). Emotional Intelligence: Its Relationship with Communication and Information Technology Skills. Asian Social Science, 11(15), 267-274. https://doi.org/10.5539/ass.v11n15p267 DOI: https://doi.org/10.5539/ass.v11n15p267

Alenezi, A.M. (2020). The relationship of students’ emotional intelligence and the level of their readiness for online education: a contextual study on the example of university training in Saudi Arabia. The Education and Science Journal, 22(4), 89-109. https://doi.org/10.17853/1994-5639-2020-4-89-109 DOI: https://doi.org/10.17853/1994-5639-2020-4-89-109

Amador-Licona, N., Guízar, J.M., Briceño, I., Rodríguez, B.A., y Villegas, L.M. (2021). Inteligencia emocional y motivación académica en estudiantes de nivel medio superior con adecuado promedio académico. Nova Scentia, 12(24), 1-14. https://doi.org/10.21640/ns.v12i24.2251 DOI: https://doi.org/10.21640/ns.v12i24.2251

Amaya-Conforme, D.R., y Yánez-Rodríguez, M.A. (2021). Las TIC en el aprendizaje de la matemática en bachillerato. Polo del Conocimiento, 6(2), 583-594. https://doi.org/10.23857/pc.v6i2.2290

Ayari, M.L., Ayari, S., y Ayari, A. (2012). Effects of use of technology on students' motivation. Journal of Teaching and Education, 1(2), 407-412. http://www.universitypublications.net/jte/0102/pdf/PRG225.pdf

Azilah, N.L., Devi, I., y Zainal, N. (2020). The Relationship between Emotional Intelligence (EI) and the Malaysian University English Test (MUET) Performance among Technical Students. International Journal of Learning, Teaching and Educational Research, 19(7), 280-297. https://doi.org/10.26803/ijlter.19.7.16 DOI: https://doi.org/10.26803/ijlter.19.7.16

Bass, G., Bart, R., Tempelaar, D., y Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285-292. https://doi.org/10.1016/j.chb.2012.09.005 DOI: https://doi.org/10.1016/j.chb.2012.09.005

Beneitez, I., Hernández, E., Nieto, R., y Boixadós, M. (2020). What mechanisms do children and adolescents with chronic pain use to manage their friendships? A review of the literature. Clínica y Salud, 31(1), 27-45. https://doi.org/10.5093/clysa2020a2 DOI: https://doi.org/10.5093/clysa2020a2

Bullón-Solís, O. (2020). Educación virtual interactiva como metodología para la educación: revisión de literatura. In Crescendo, 11(2), 225-238. https://revistas.uladech.edu.pe/index.php/increscendo/article/view/2300 DOI: https://doi.org/10.21895/incres.2020.v11n2.06

Cano, J., Vargas, A., y Diego, B. (2020). Relación entre la resolución de conflictos en aula y las TIC: Una revisión de literatura. Revista Espacios, 41(18), 20. http://www.revistaespacios.com/a20v41n18/20411820.html

Castaño, C., Maíz, I., y Garay, U. (2015). Diseño, motivación y rendimiento en un curso MOOC cooperativo. Diseño, motivación y rendimiento en un curso MOOC cooperativo. Comunicar, 22(44), 19-26. http://www.redalyc.org/articulo.oa?id=15832806002 DOI: https://doi.org/10.3916/C44-2015-02

Cera, E., Almagro, B.J., Conde, C., y Sáenz-López, P. (2015). Inteligencia emocional y motivación en educación física en Secundaria. Retos, 27, 8-13. https://dialnet.unirioja.es/servlet/articulo?codigo=5407707

Chen, C.C., y Lin, P.H. (2016). Development and evaluation of a context-aware ubiquitous learning environment for astronomy education. Interactive Learning Environments, 24(3), 644-661. http://dx.doi.org/10.1080/10494820.2014.915417 DOI: https://doi.org/10.1080/10494820.2014.915417

Elsevier (2019). Mendeley. Elsevier. https://www.mendeley.com/download-desktop

Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkönen, K., Paldanius, K.M.A., Gabbouj, S., Ketola, K., Hiltunen, M., Ludin, M., Haapaniemi, T., Sointu, E., Bauman, E.B., Gilbert, G.E., Morton, D., y Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Medical Education, 19(273), 1-11. https://doi.org/10.1186/s12909-019-1701-0 DOI: https://doi.org/10.1186/s12909-019-1701-0

Fernández-Espínola, C., y Almagro, B.J. (2019). Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática. Retos, 36, 584-589. http://hdl.handle.net/10272/17911 DOI: https://doi.org/10.47197/retos.v36i36.64968

Frolova, E.V., Ryabova, T.M., y Rogach, O.V. (2019). Digital Technologies in Education: Problems and Prospects for “Moscow Electronic School” Project Implementation. European Journal of Contemporary Education, 8(4), 779-789. https://doi.org/10.13187/ejced.2019.4.779 DOI: https://doi.org/10.13187/ejced.2019.4.779

Fu, Y. (2019). A “Maker Education + SPOC” Teaching Model for College Political Economics Courses. International Journal of Emerging Technologies in Learning, 14(3), 139-150. https://doi.org/10.3991/ijet.v14i03.10103 DOI: https://doi.org/10.3991/ijet.v14i03.10103

Gerhart, N., Peak, D.A., y Prybutok, V.R. (2015). Searching for New Answers: The Application of Task-Technology Fit to E-Textbook Usage. Decision Sciences Journal of Innovative Education, 13(1), 91-111. https://doi.org/10.1111/dsji.12056 DOI: https://doi.org/10.1111/dsji.12056

Gil, J., y Prieto, E. (2020). La realidad de la gamificación en educación primaria. Estudio multicaso de centros educativos españoles. Perfiles Educativos, 42(168), 107-123. https://doi.org/10.22201/iisue.24486167e.2020.168.59173 DOI: https://doi.org/10.22201/iisue.24486167e.2020.168.59173

Goleman, D. (1995). Emotional intelligence. Bantam.

Gómez, G., Rodríguez, C., y Marín, J.A. (2020). La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis. Alteridad, 15(1), 36-46. https://doi.org/10.17163/alt.v15n1.2020.03 DOI: https://doi.org/10.17163/alt.v15n1.2020.03

Hinojo, F.J., Aznar, I., Romero, J.M., y Marín, J.A. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9-18. http://www.revistacampusvirtuales.es

Hinojo, F.J., López, J., Fuentes, A., Trujillo, J.M., y Pozo, S. (2020). Academic Effects of the Use of Flipped Learning in Physical Education. International Journal of Environmental Research and Public Health, 17, 276. https://doi.org/10.3390/ijerph17010276 DOI: https://doi.org/10.3390/ijerph17010276

Huertas, A., y Pantoja, A. (2016). Efectos de un programa educativo basado en el uso de las TIC sobre el rendimiento académico y la motivación del alumnado en la asignatura de tecnología de educación secundaria. Educación XX1, 19(2), 229-250. https://doi.org/10.5944/educXX1.16464 DOI: https://doi.org/10.5944/educxx1.16464

Hung, I.C., Yang, X. Y., Fang, W.C., Hwang, G.J., y Chen, N.S. (2014). A context-aware video prompt approach to improving students’ in-field reflection levels. Computers & Education, 70, 80-91. http://dx.doi.org/10.1016/j.compedu.2013.08.007 DOI: https://doi.org/10.1016/j.compedu.2013.08.007

Jan, S.U., Anwar, M.A., y Warraich, N.F. (2018). The relationship between emotional intelligence, library anxiety, and academic achievement among the university students. Journal of Librarianship and Information Science, 00(0), 1-12. https://doi.org/10.1177/0961000618790629 DOI: https://doi.org/10.1177/0961000618790629

Jiménez-Blanco, A., Sastre, S., Artola, T., y Alvarado, J.M. (2020). Inteligencia Emocional y Rendimiento Académico: Un Modelo Evolutivo. Revista Iberoamericana de Diagnóstico y Evaluación, 56(3), 129-141. https://doi.org/10.21865/RIDEP56.3.10 DOI: https://doi.org/10.21865/RIDEP56.3.10

Juan, C., YuLin, W., Dian, T., y Wei, S. (2018). Construction of Interactive Teaching System for Course of Mechanical Drawing Based on Mobile Augmented Reality Technology. International Journal of Emerging Technologies in Learning, 13(2), 126-139. https://doi.org/10.3991/ijet.v13i02.7847 DOI: https://doi.org/10.3991/ijet.v13i02.7847

Kanorio, F.K. (2015). Integration of ICT in Education in a Secondary School in Kenya: A Case Study. Literacy Information and Computer Education Journal, 6(1), 1904-1909. https://doi.org/10.20533/licej.2040.2589.2015.0253 DOI: https://doi.org/10.20533/licej.2040.2589.2015.0253

Lee, C.S, Hayes K.N., Seitz J., DiStefano R., y O'Connor D. (2016). Understanding motivational structures that differentially predict engagement and achievement in middle school Science. International Journal of Science Education, 38(2),192-215. https://doi.org/10.1080/09500693.2015.1136452 DOI: https://doi.org/10.1080/09500693.2015.1136452

Lin, Y.T., y Jou, M. (2013). Integrating popular web applications in classroom learning environments and its effects on teaching, student learning motivation and performance. The Turkish Online Journal of Educational Technology, 12(2), 157-165. https://files.eric.ed.gov/fulltext/EJ1015422.pdf

Li-Ping, T., y Jill, M. (2009). Students’ perceptions of teaching technologies, application of technologies, and academic performance. Computers & Education, 53(4), 1241-1255. https://doi.org/10.1016/j.compedu.2009.06.007 DOI: https://doi.org/10.1016/j.compedu.2009.06.007

López-Faicán, L., y Jaén, J. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149, 103814. https://doi.org/10.1016/j.compedu.2020.103814 DOI: https://doi.org/10.1016/j.compedu.2020.103814

López-García, A., Miralles-Martínez, P., y Maquilón, J. (2019). Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model. Applied Sciences, 9(24), 5426. https://doi.org/10.3390/app9245426 DOI: https://doi.org/10.3390/app9245426

Manchado, R., Tamanes, S., López, M., Mohedano, L., D’Agostino, M., y Veiga de Cabo, J. (2009). Revisiones sistemáticas exploratorias. Medicina y Seguridad del Trabajo, 55(216), 12-19. http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S0465-546X2009000300002 DOI: https://doi.org/10.4321/S0465-546X2009000300002

Martínez-Sarmiento, L.F., y Gaeta, M.A. (2019). Utilización de la plataforma virtual Moodle para el desarrollo del aprendizaje autorregulado en estudiantes universitarios. Educar, 55(2), 479-498. https://doi.org/10.5565/rev/educar.883 DOI: https://doi.org/10.5565/rev/educar.883

Matviichuk, L., Kukhar, L., y Nataliia, H. (2017). Examining factors of using information and communication technologies for e-learning organization. Science and Education, 6, 68-73. https://doi.org/10.24195/2414-4665-2017-6-11 DOI: https://doi.org/10.24195/2414-4665-2017-6-11

Méndez, M., y Boude, O. (2021). Uso de los videojuegos en básica primaria: una revisión sistemática. Revista Espacios, 42(1), 66-80. https://doi.org/10.48082/espacios-a21v42n01p06 DOI: https://doi.org/10.48082/espacios-a21v42n01p06

Mendoza, D.J., Cejas, M.F., Navarro, M., Vega, V., y Albán, C.G. (2019). Moodle Research Software: Emotional Context in Ecuadorian Higher Education. International Journal of Engineering Research and Technology, 12(9), 1508-1517. http://www.irphouse.com

Mengual-Andrés, S., López, J., Fuentes, A., y Pozo, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1, 23(1), 75-101. https://doi.org/10.5944/educXX1.23840 DOI: https://doi.org/10.5944/educxx1.23840

Micheal, S., y Marjadi, B. (2018). Blended learning to teach gender in medical school. The Clinical Teacher, 15(3), 208-213. http://dx.doi.org/10.1111/tct.12778 DOI: https://doi.org/10.1111/tct.12778

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., y PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1 DOI: https://doi.org/10.1186/2046-4053-4-1

Novo-Corti, I., Varela-Candemio, L., y Ramil-Díaz, M. (2013). E-learning and face to face mixed methodology: Evaluating effectiveness of e-learning and perceived satisfaction for a microeconomic course using the Moodle platform. Computers in Human Behavior, 29(2), 410-415. https://doi.org/10.1016/j.chb.2012.06.006 DOI: https://doi.org/10.1016/j.chb.2012.06.006

Ohuerrou, N., Elhammoumi, O., Benmarrakchi, F., y El Kafi, J. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies, 24, 1777-1792. https://doi.org/10.1007/s10639-018-09852-5 DOI: https://doi.org/10.1007/s10639-018-09852-5

Pardo-Cueva, M., Camba-Rueda, L.M., Higuerey, Á., y Jaramillo-Campoverde, B.G. (2020). Las TIC y rendimiento académico en la educación superior: Una relación potenciada por el uso del Padlet. Revista Ibérica de Sistemas e Tecnologías de Información, E28, 934-945. https://dominiodelasciencias.com/ojs/index.php/es/article/view/1376

Pozo-Rico, T., Gilar-Gorbí, R., Izquierdo, A., y Castejón, J.L. (2020). Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health, 17, 8633. https://doi.org/10.3390/ijerph17228633 DOI: https://doi.org/10.3390/ijerph17228633

Prieto, J.M. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Ediciones Universidad de Salamanca, 32(1), 73-99. http://dx.doi.org/10.14201/teri.20625 DOI: https://doi.org/10.14201/teri.20625

Puertas-Molero, P., Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Ramírez-Granizo, I., y González-Valero, G. (2020). La inteligencia emocional en el ámbito educativo: un meta-análisis. Anales de Psicología, 36(1), 84-91. https://doi.org/10.6018/analesps.345901 DOI: https://doi.org/10.6018/analesps.345901

Reychav, I., Raban, D.R., y McHacney, R. (2018). Centrality Measures and Academic Achievement in Computerized Classroom Social Networks: An Empirical Investigation. Journal of Educational Computing Research, 56(4), 589-618. https://doi.org/10.1177/0735633117715749 DOI: https://doi.org/10.1177/0735633117715749

Rojano, S., López, M.M., y López, G. (2016). Desarrollo de tecnologías de la información y la comunicación para reforzar los procesos de enseñanza y aprendizaje en ciencias en el grado de maestro/a en educación infantil de la Universidad de Málaga. Educación Química, 27, 226-232. http://dx.doi.org/10.1016/j.eq.2016.04.006 DOI: https://doi.org/10.1016/j.eq.2016.04.006

Sandí, J. (2020). Desarrollo de competencias digitales en el profesorado a través de juegos serios: un estudio de caso aplicado en la Universidad de Costa Rica (UCR). e-Ciencias de la Información, 10(2), 1-27. https://doi.org/10.15517/eci.v10i2.38946 DOI: https://doi.org/10.15517/eci.v10i2.38946

Soriano-Sánchez, J. G. (2022). Factores Psicológicos y consecuencias sobre el Síndrome Fear of Missing Out: Una revisión sistemática. Revista de Psicología y Educación, 17(1), 69-78. https://doi.org/10.23923/rpye2022.01.217 DOI: https://doi.org/10.23923/rpye2022.01.217

Soriano-Sánchez, J., y Jiménez-Vázquez, D. (2022a). Importancia de la innovación docente como proceso y gestión en el ámbito de Ciencias de la Salud: una revisión sistemática. Gestionar: Revista de Empresa y Gobierno, 2(4), 73-95. https://doi.org/10.35622/j.rg.2022.04.006 DOI: https://doi.org/10.35622/j.rg.2022.04.006

Soriano-Sánchez, J., y Jiménez-Vázquez, D. (2022b). Predictores del consumo de alcohol en adolescentes: una revisión sistemática de estudios transversales. Revista Estudios Psicológicos, 2(4), 73-86. https://doi.org/10.35622/j.rep.2022.04.006 DOI: https://doi.org/10.35622/j.rep.2022.04.006

Soriano-Sánchez, J., y Jiménez-Vázquez, D. (2023). Innovative educational practices in higher education: a systematic review. Revista Innova Educación, 5(1), 23-37. https://doi.org/10.35622/j.rie.2023.05.002 DOI: https://doi.org/10.35622/j.rie.2023.05.002

Tortosa, B. M., Pérez-Fuentes, M. C., Molero, M. M., Soriano, J. G., Oropesa, N. F., Simón, M. M., Sisto, M., y Gázquez, J. J. (2020). Engagement académico e Inteligencia Emocional en adolescentes. European Journal of Child Development, Education and Psychopathology, 8(1), 111-122. https://doi.org/10.30552/ejpad.v8i1.136 DOI: https://doi.org/10.30552/ejpad.v8i1.136

Valentín, A., Mateos, P.M., González-Tablas, M.M., Pérez, L., López, E., y García, I. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers & Education, 61, 52-58. http://dx.doi.org/10.1016/j.compedu.2012.09.008 DOI: https://doi.org/10.1016/j.compedu.2012.09.008

Wei-Kai, K.K.B., Spector, J.M., y Chang, C.Y. (2019). To use augmented reality or not in formative assessment: a comparative study, Interactive. Learning Environments, 27(5-6), 830-840. https://doi.org/10.1080/10494820.2018.1489857 DOI: https://doi.org/10.1080/10494820.2018.1489857

Zhao, Y. (2015). A studio teaching mode for engineering design specialty under the new media context. World Transactions on Engineering and Technology Education, 13(4), 486-490.

Publicado

2022-08-31

Número

Sección

Artículos de revisión

Cómo citar

Soriano-Sánchez, J., & Jiménez-Vázquez, D. (2022). Una revisión sistemática de la utilización de las TIC e inteligencia emocional sobre la motivación y el rendimiento académico. Technological Innovations Journal, 1(3), 7-27. https://doi.org/10.35622/j.ti.2022.03.001

Artículos similares

1-10 de 20

También puede Iniciar una búsqueda de similitud avanzada para este artículo.