Micro-abandonos en estudiantes: impacto de la inmediatez digital en la continuidad del aprendizaje en niños de 6 a 11 años.
DOI:
https://doi.org/10.55204/trc.v6i1.e599Keywords:
Inmediatez digital; micro-abandonos; atención sostenida; continuidad del aprendizaje; educación primaria; distracción digital; funciones ejecutivasAbstract
El presente estudio analiza el impacto de la inmediatez digital en la continuidad del aprendizaje en niños de 6 a 11 años, a partir del fenómeno de los micro-abandonos en contextos educativos. Se adoptó un enfoque cuantitativo con diseño no experimental, correlacional y de corte transversal, aplicando un cuestionario tipo Likert a una muestra de 100 estudiantes de educación básica. Los resultados evidencian que la mayoría de los estudiantes presenta altos niveles de exposición a estímulos digitales, lo que se asocia con una elevada frecuencia de micro-abandonos, entendidos como interrupciones breves y recurrentes de la atención durante las actividades académicas. Asimismo, se identificó una relación significativa entre la inmediatez digital y los micro-abandonos, así como una correlación negativa entre estos y la continuidad del aprendizaje. Estos hallazgos indican que la fragmentación atencional derivada del entorno digital afecta la concentración, la comprensión y la finalización de tareas. Se concluye que la inmediatez digital influye negativamente en los procesos de aprendizaje, por lo que es necesario implementar estrategias pedagógicas orientadas al fortalecimiento de la atención sostenida y el uso responsable de la tecnología en el ámbito educativo.
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