Analíticas de aprendizaje en la Educación Primaria y Secundaria en España: Una revisión sistemática de la literatura

Autores/as

DOI:

https://doi.org/10.17345/ute.2023.3685

Palabras clave:

Métodos de aprendizaje, educación, comportamiento innovador, tratamiento de datos, visualización de datos

Resumen

Las Analíticas del Aprendizaje (AA) se definen como la medición, recopilación, análisis y presentación de datos sobre los estudiantes y su entorno con el fin de comprender y optimizar el aprendizaje y los contextos educativos. A pesar de su potencial importancia, se carece de un marco claro para las AA en la Educación Primaria y Secundaria en España. Este estudio busca enriquecer el conocimiento mediante una Revisión Sistemática de la Literatura (SLR) siguiendo el procedimiento PRISMA. Se analizaron 16 artículos científicos, revelando la falta de participación activa de los docentes en el desarrollo de AA en entornos educativos tradicionales. Además, se destacó la tendencia a usar AA para predecir y mejorar el compromiso y rendimiento de estudiantes a través de juegos didácticos en diversas áreas.

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Biografía del autor/a

Belén Donate-Beby, Departamento de Informática y Automática, Universidad de Salamanca, Salamanca, España

Belén Donate-Beby is a psychologist specializing in Education and Psychometrics. She completed her degree in Psychology at the University of La Laguna (2013-2017) and furthered her education with a Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training, and Language Teaching (2020-2021), where she received an Extraordinary Excellence Award in 2022. Her professional journey includes a role as a psychologist at Intergenerational project SIMUL (FGULL) (2021) and a psychologist at AMADI, a Socio-sanitary non-profit organization (2022-2023). She started her PhD student career in 2021, being part of the Knowledge Society program at the University of Salamanca focusing on Interaction and eLearning. Her research interests have resulted in several publications on Data Literacy and Learning Technologies topics. She has also published several international conference papers and book chapters about data literacy in K-12 environments and ethical data literacy proficiency. Currently (2023), Belén is employed as a researcher at the University Ramón Llull in the Department of Computer Engineering at La Salle under an Investigo Research Programme Contract. She is a member of the Human-Environment Research Group, where she engages in dissemination activities, management, and participation in regional, national, and international research projects.

Francisco José García-Peñalvo, Departamento de Informática y Automática, Universidad de Salamanca, Salamanca, España

Full Professor in the Department of Computer Science and Automation at the University of Salamanca (USAL), with three six-year periods of research, one six-year period of transferring and innovation, and four five-year periods of recognized teaching. He received the Gloria Begué award for teaching excellence in 2019. He was also a Distinguished Professor at the School of Humanities and Education at the Tecnológico de Monterrey, Mexico (2016-2018) and is a Researcher of International Impact at the Universidad Nacional San Agustín, Arequipa, Peru. Since 2006 he is the head of the Research Group Recognized by the USAL GRIAL (research GRoup on InterAction and eLearning (UIC 81). Included in the University of de Stanford’s World's Top 2% Scientists list (2019, 2020, 2021) https://doi.org/10.17632/btchxktzyw.3. He has supervised 28 Ph.D. thesis. He has been Vice-Dean of Innovation and New Technologies of the Faculty of Sciences of the USAL (2004 -2007) and Vice-Rector of Technological Innovation of this University (2007-2009). He is currently the Deputy Director of the Research Institute for Educational Sciences, the Rector's Delegate for Digital Learning and Teaching and the Coordinator of the Doctorate Programme in Education in the Knowledge Society (EKS) at USAL. He is Editor-in-Chief of the journals EKS and Journal of the Information Technology Research, and Associate Editor of many journals, with a special mention to IEEE Transactions on Learning Technologies, IEEE Access, Computers in Human Behavior, and Computers in Human Behavior Reports. He has published under 100 research papers in JCR SCIE/SSCI-indexed journal (55 Q1).

Daniel Amo-Filva, Departamento de Ingeniería, Universidad Ramón Llull, Barcelona, España

Dr. Daniel Amo-Filva (Badalona, Barcelona, 1978) holds a Doctorate in Education Sciences from the University of Salamanca (2020). He has earned two master's degrees in education and educational technology: a Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training, and Language Teaching (UNIR 2016), and a Master's Degree in Education and ICT (e-learning) with a specialization in Research (UOC 2014).

With 15 years of experience participating in and leading various technological projects in the industry, he currently focuses his professional career on university teaching in the Department of Computer Engineering at La Salle, Ramon Llull University. Simultaneously, he engages in research within the HER (Human-Environment Research) research group, recognized by the Generalitat de Catalunya under the 2021-SGR-01396 call. Within HER, he coordinates the research line on Technology Enhanced Learning.

Dr. Amo-Filva actively contributes to committees and scientific conference presentations to disseminate knowledge derived from his professional and personal research. He is the author of the books "Learning Analytics: The Narrative of Learning through Data" (UOC OuterEdu) and "Learning Analytics: 30 Classroom Experiences with Data." Additionally, he manages the eduliticas.com blog, where he shares insights on Learning Analytics, the connecta.danielamo.info podcast, addressing technology, privacy, and humanistic aspects of society and danielamo.info, a personal space showcasing all his past and present projects.

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Publicado

27-12-2023

Cómo citar

Donate-Beby, B., García-Peñalvo, F. J., & Amo-Filva, D. (2023). Analíticas de aprendizaje en la Educación Primaria y Secundaria en España: Una revisión sistemática de la literatura. UTE Teaching & Technology (Universitas Tarraconensis), (2), 63–86. https://doi.org/10.17345/ute.2023.3685