Palabras clave

Neuroeducación, patrones de aprendizaje, seguimiento ocular, aprendizaje personalizado, análisis de clúster, tecnología educativa

Resumen

Los avances neurotecnológicos están posibilitando en los contextos educativos nuevos conocimientos sobre la forma de aprender de cada estudiante. No obstante, su aplicación plantea retos para la docencia en contextos naturales. En este trabajo se presenta un ejemplo de uso y aplicabilidad de la tecnología de seguimiento ocular en el ámbito de la Educación Superior. Se trabajó con una muestra de 20 estudiantes de tres universidades (Burgos y Valladolid en España y Miño en Portugal). Los objetivos fueron: 1) comprobar si existían diferencias significativas en indicadores de esfuerzo cognitivo (FC, FD, SC, PD, VC) hallados con la tecnología de seguimiento ocular entre estudiantes con y sin conocimientos previos; 2) comprobar si existían clústeres de patrones de conductas de aprendizaje entre los estudiantes; 3) analizar diferencias en la visualización de los patrones de conducta. Se utilizó un diseño cuasiexperimental sin grupo control y un diseño descriptivo. Los resultados indicaron diferencias significativas entre los estudiantes con y sin conocimientos previos respecto de los resultados de aprendizaje. También, se hallaron dos tipos de clústeres en los indicadores de esfuerzo cognitivo. Finalmente, se efectuó un análisis comparativo sobre los patrones de conducta de aprendizaje en estudiantes del clúster 1 vs. clúster 2. El uso de la tecnología de seguimiento ocular posibilita el registro de un gran volumen de datos respecto del proceso de aprendizaje. No obstante, en la actualidad su uso en contextos educativos naturales exige al profesorado conocimientos tecnológicos y de minería de datos.

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Ficha técnica

Recibido: 10-12-2022

Revisado: 11-01-2023

Aceptado: 23-02-2023

OnlineFirst: 30-05-2023

Fecha publicación: 01-07-2023

Tiempo de revisión del artículo : 32 (en días) | Media de tiempo de revisión de los manuscritos del número 76: -6 (en días)

Tiempo de aceptación del artículo: 75 (en días) | Media tiempo aceptación de los manuscritos del número 76: 72 (en días)

Tiempo de edición OnlineFirst: 157 (en días) | Media tiempo edición de los OnlineFirst del número 76: 154 (en días)

Tiempo de publicacicón final del artículo: 202 (en días) | Media tiempo de publicación final de los articulos del número 76: 199 (en días)

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Sáiz-Manzanares, M., Marticorena-Sánchez, R., Martín-Antón, L., Almeida, L., & Carbonero-Martín, M. (2023). Application and challenges of eye tracking technology in Higher Education. [Aplicación y retos de la tecnología de movimiento ocular en Educación Superior]. Comunicar, 76, 35-46. https://doi.org/10.3916/C76-2023-03

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