ICT mediation aimed at developing cognitive processes in adolescents
Mediación TIC orientada al desarrollo de procesos cognitivos en adolescentes
DOI:
https://doi.org/10.56712/latam.v7i2.5575Palabras clave:
cognition, technology, mediation, cognitive process, ICTResumen
This paper presents a systematic review of the literature aimed at analyzing the importance of Information and Communication Technology (ICT) mediation in adolescent cognitive development. The initial phase was based on the PICO strategy for defining the research question and establishing the theoretical and conceptual framework. Following the criteria outlined in the PRISMA statement for document search and selection, seven scientific articles that met the inclusion standards were identified and categorized. The findings reveal the dichotomous nature of ICT in the current social context: they act as an enabler of cognitive development in controlled mediating environments, but simultaneously operate as an obstructor of higher metacognitive processes. It is concluded that the immediacy and simplified access to information provided by digital tools are displacing depth of thought, limiting the capacity for analysis and the structuring of complex knowledge in minors.
Descargas
Citas
Abela, J., & Pérez, A. (2011). Interactive research processes on feelings of identity in Andalusia using grounded theory. Forum Qualitative Sozialforschung, 10(2).
Andrades-Suárez, K., Faúndez-Casanova, C., Carreño-Cariceo, J., López-Tapia, M., Sobarzo-Espinoza, F., Valderrama-Ponce, C., Villar-Cavieres, N., Castillo-Retamal, F., & Westphal, G. (2022). Relationship between physical activity, academic performance, and executive functions in adolescents: A systematic review. Journal of Physical Activity Sciences, 23(2). https://doi.org/10.29035/rcaf.23.2.10
Aparicio Gómez, O. Y. (2018). ICT as cognitive tools. Inter-American Journal of Research, Education, and Pedagogy, RIIEP, 11(1). https://doi.org/10.15332/s1657-107x.2018.0001.07
Aparicio Gómez, O. Y. (2019a). The educational use of ICT. Inter-American Journal of Research, Education, and Pedagogy, RIIEP, 12(1). https://doi.org/10.15332/s1657-107x.2019.0001.02
Aparicio Gómez, O. Y. (2019b). Use and appropriation of ICT in education. Inter-American Journal of Research, Education, and Pedagogy, RIIEP, 12(1). https://doi.org/10.15332/s1657-107x.2019.0001.04
Aparicio Gómez, O. Y., & Ostos Ortiz, O. L. (2018). ICT as cognitive tools for research. Inter-American Journal of Research, Education, and Pedagogy, RIIEP, 11(1). https://doi.org/10.15332/s1657-107x.2018.0001.08
Araujo Cuauro, J. (2022). Neuroethics. Ethical endowment of the human brain and current challenges in the social sciences. SUMMA. Disciplinary Journal of Economic and Social Sciences, 4(1). https://doi.org/10.47666/summa.4.1.05
Arráez, T. (2020). Psychology of cognitive processes and problem solving in students with intellectual and developmental disabilities. Ecuadorian Journal of Psychology, 3(5). https://doi.org/10.33996/repsi.v3i5.32
Bilbao-Quintana, N., Romero-Andonegui, A., Portillo-Berasaluce, J., & López-de-la-Serna, A. (2022). Digital escape room for the development of collaborative learning in higher education. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks27126
Cordoba, M., & Monsalve, C. (2021). Types of research: Predictive, projective, interactive. Types of Research.
Correa Duque, M. C. (2022). Epistemological and conceptual approaches to prosocial behavior. Zona Próxima, 27. https://doi.org/10.14482/zp.27.10978
Cupe Cabezas, W. V., Caballero Montañez, R. C., Remuzgo Barco, L. A., & Maldonado Alegre, F. C. (2020). Conceptual approach to cognitive processes and their implication in determining reading comprehension. ECOCIENCIA SCIENTIFIC JOURNAL, 7(5). https://doi.org/10.21855/ecociencia.75.397
Díaz-Vicario, A., Mercader Juan, C., & Gairín Sallán, J. (2019). Problematic use of ICTs in adolescents. Electronic Journal of Educational Research, 21(1). https://doi.org/10.24320/redie.2019.21.e07.1882
Freré Arauz, J. S., Véliz Gavilanes, J. P., Sarco Alemán, E. M., & Campoverde Jimenez, K. J. (2022a). Perception, cognition, and interactivity. RECIMUNDO, 6(2). https://doi.org/10.26820/recimundo/6(2). Apr. 2022. 151-159
Freré Arauz, J. S., Véliz Gavilanes, J. P., Sarco Alemán, E. M., & Campoverde Jimenez, K. J. (2022b). Perception, cognition, and interactivity. RECIMUNDO, 6(2). https://doi.org/10.26820/recimundo/6(2).Apr.2022.151-159
Freré Arauz, J. S., Véliz Gavilanes, J. P., Sarco Alemán, E. M., & Campoverde Jimenez, K. J. (2022c). Perception, cognition, and interactivity. RECIMUNDO, 6(2). https://doi.org/10.26820/recimundo/6(2). Apr. 2022. 151-159
Gabriel Díaz, Marc Guillem, Eric Roig & Carmen González. (2021). Experience at the Albatros special education center: Foundations for influencing cognitive processes through physical activity. Spanish Journal of Physical Education and Sports, 435. https://doi.org/10.55166/reefd.vi435.1005
García, O., & Montero, A. (2020). Emotional state of students at the Pablo VI School in the Venezuelan social context and its relationship with cognitive processes. ReNaCientE - National Student Scientific Journal - UPEL-IPB, 1(1). https://doi.org/10.46498/renacipb.v1i1.1399
García Pérez, J. B. (2022). Motivation. Key to active and deep learning. Padres y Maestros / Journal of Parents and Teachers, 389. https://doi.org/10.14422/pym.i389.y2022.003
Gavilanes Sagñay, M. A., Yanza Chavez, W. G., Inca Falconi, A. F., Torres Guananga, G. P., & Sánchez Chávez, R. F. (2019). ICTs in teaching and learning processes. Digital Science, 3(2.6). https://doi.org/10.33262/cienciadigital.v3i2.6.575
Gómez, Ó. Y. A., & Albalat, J. Q. (2021). ICTs as cognitive tools. In Emerging topics in education. https://doi.org/10.2307/j.ctv1m0kh4b.7
Lanuza Saavedra, E. M. (2020). Information and communication technologies (ICT) integrated into innovative teaching strategies that facilitate teaching and learning processes in the General Mathematics functions unit, FAREM Estelí. Scientific Journal of FAREM-Estelí, 36. https://doi.org/10.5377/farem.v0i36.10609
Llanga, E., Logacho, G., & Molina, L. (2019). MEMORY AND ITS IMPORTANCE IN STUDENTS' COGNITIVE PROCESSES. Annals of Psychology, 31(3).
Loayza Maturrano, E. F. (2022). Cognitive motivation of language and ways of thinking: a semiotic-cognitive analysis of the sociolect of the pandemic. Desde El Sur, 14(1). https://doi.org/10.21142/des-1401-2022-0013
Mateo-Girona, M. T., Agudelo-Ortega, J. A., & Caro-Lopera, M. Á. (2021). The use of ICT tools for teaching argumentative writing. Electronic Journal of Education and Pedagogy, 5(8). https://doi.org/10.15658/rev.electron.educ.pedagog21.04050806
Merbilháa, M. (2018). Educated minds: How do cognitive tools shape our understanding? Journal of History and Geography, 38. https://doi.org/10.29344/07194145.38.1291
Minaya Vera, C. G., & Castro Mendoza, M. A. (2021). New information and communication technologies in education during times of pandemic. Minerva, 2(5). https://doi.org/10.47460/minerva.v2i5.33
MinTIC. (2020). Quarterly ICT Bulletin. Quarterly ICT Bulletin.
Morales Reinoso, M. E., Torrealba, J. N., Andrade Albán, J. R., & Pérez Jerez, Y. I. (2022). Impact of electronic devices on cognitive processes during the health emergency. ConcienciaDigital, 5(1.1). https://doi.org/10.33262/concienciadigital.v5i1.1.2059
Moreno, M. F., & Soto, J. S. (2019). Planning teaching strategies and their underlying cognitive processes in a group of primary school teachers. Revista Educación. https://doi.org/10.15517/revedu.v43i1.29798
Muchiut, Á. F., Vaccaro, P., & Pietto, M. L. (2021). Intelligence, executive functions, and academic performance of 13- and 14-year-old adolescents in Resistencia (Chaco, Argentina). Interdisciplinary Journal of Psychology and Related Sciences, 38(3). https://doi.org/10.16888/interd.2021.38.3.5
Muñoz-Sánchez, Y., Martínez-Lazcano, V., & Gálvez-González, F. (2023). ICT in higher education. Experiences of Innovation. Ingenuity and Awareness Scientific Bulletin of the Ciudad Sahagún Higher School, 10(19). https://doi.org/10.29057/escs.v10i19.9760
Perilla, A., Ramírez, Susana, Agudelo, Alina, & en Gerencia Dirección, D. (2019). Impact of Information and Communication Technologies (ICT) on the ethical and religious education of vocational secondary school students *. Electronic Journal of Religious Education, 9(1).
Pimiento Idiarte, D. C., Jaramillo López, M., Campoverde Chamorro, E., & Salgado Peñafiel, L. (2020). Biological foundations of cognitive processes from the epistemological paradigm. Journal of the Academy, 2. https://doi.org/10.47058/joa2.5
Raposo Rivas, M., Martínez Figueira, M. E., & Vasallo Barrueco, N. (2014). The iPad as a resource for training and improving cognitive processes. Etic@net. Electronic Scientific Journal of Education and Communication in the Knowledge Society, 13(2). https://doi.org/10.30827/eticanet.v13i2.11991
Restrepo, G., Calvachi Gálvez, L., Cano Álvarez, I. C., & Ruiz Márquez, A. L. (2019). Executive functions and reading: Systematic review of the literature. Psychological Reports, 19(2). https://doi.org/10.18566/infpsic.v19n2a06
Rodrigues, M. C. J., Figueiredo, L. S., De Lira, C. A. B., Laporta, L., & Costa, G. D. C. T. (2022). Cognitive processes in small-sided games. Challenges, 44. https://doi.org/10.47197/retos.v44i0.90369
Salcedo Aparicio, D. M., López Mindiola, J. J., Fuentes Torres, B. J., & Salcedo Aparicio, D. J. (2022). Sensory perception, cognition, interactivity, and information and communication technologies (ICT) in learning processes. RECIAMUC, 6(2). https://doi.org/10.26820/reciamuc/6(2). May 2022. 388-395
Sanhueza Haro, S., Bravo Escobar, A., Faúndez Araya, C., & Utreras Cofré, E. (2018). ICT as cognitive tools for inclusion in physics classes for secondary school students. Góndola, Teaching and Learning Science, 13(2). https://doi.org/10.14483/23464712.12585
Valbuena Duartea, S., Medina Güette, A. P., & Teherán Barranco, V. S. (2021). Teacher empowerment for the integration of ICT in teaching practice, based on the problematization of mathematical knowledge. Academia y Virtualidad, 14(1). https://doi.org/10.18359/ravi.5161
Vásquez Villanueva, S., Terry-Ponte, O. F., De la Cruz Rodríguez, K. M., Chávez Mosilot, E. A., Miguel Mariño, R. R., & Meza Zorrilla, L. R. (2022). Towards basic cognitive processes: valid for the teaching-learning process. Paidagogo, 4(1). https://doi.org/10.52936/p.v4i1.101
Vergel Ortega, M., Paz Montes, L. S., & Álvarez Paz, D. M. (2021). Educational simulators as a pedagogical tool for teaching finance. Revista Boletín Redipe, 10(7). https://doi.org/10.36260/rbr.v10i7.1351
Zabala, M. L., Richard´s, M. M., Breccia, F., & López, M. (2018). Relationships between empathy and theory of mind in children and adolescents. Pensamiento Psicológico, 16(2). https://doi.org/10.11144/javerianacali.ppsi16-2.retm
Zavala Urquizo, D., Muñoz Correa, K., Cobos Velasco, J., & Muñoz Correa, G. (2021). ICT and the strengthening of mathematical skills in students of mathematics education. Horizontes. Journal of Research in Education Sciences, 5(21). https://doi.org/10.33996/revistahorizontes.v5i21.281
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Glenda Tatiana Sánchez Mora, Guian Carlos Assia Santos, Lydis de Jesús Barreto Hernández, Paola Judith Bohórquez González, Omer Mario Madera Ramos
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
