Aplicación y retos de la tecnología de movimiento ocular en Educación Superior

  1. María Consuelo Sáiz-Manzanares 1
  2. Raúl Marticorena-Sánchez 1
  3. Luis-J. Martín-Antón 2
  4. Leandro Almeida 3
  5. Miguel-Ángel Carbonero-Martín 2
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  3. 3 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

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Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2023

Título del ejemplar: Neurotecnología en el aula: Investigación actual y futuro potencial

Número: 76

Páginas: 35-46

Tipo: Artículo

DOI: 10.3916/C76-2023-03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

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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Información de financiación

Este trabajo se ha desarrollado con la ayuda a dos proyectos de investigación: Proyecto europeo SmartArt 2019-1-ES01-KA204- 095615-Coordinador 6 y «Asistentes de voz e inteligencia artificial en Moodle: un camino hacia una universidad inteligente». Convocatoria 2020 Proyectos de I+D+i - RTI Tipo B. Referencia: PID2020-117111RB-I00.

Financiadores

    • PID2020-117111RB-I00

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Fuente de los datos: Dialnet