Nuevos entornos de aprendizaje para la escrituraSistemas de tutoría inteligente

  1. Lucía Rodríguez Málaga 1
  2. Celestino Rodríguez Pérez 1
  3. Raquel Fidalgo Redondo 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Papeles del psicólogo

ISSN: 0214-7823 1886-1415

Año de publicación: 2019

Título del ejemplar: EVOLUCIÓN DEL CÓDIGO MEMÉTICO EN PSICOTERAPEUTASS

Volumen: 40

Número: 2

Páginas: 133-140

Tipo: Artículo

DOI: 10.23923/PAP.PSICOL2019.2895 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Papeles del psicólogo

Resumen

Numerosos metaanálisis han demostrado cómo el uso de la tecnología es una práctica efectiva en el campo de la instrucción en escritura. Sin embargo, la mayor parte de estos estudios se han centrado en los efectos del procesador de Word para mejorar la escritura de los estudiantes. Este trabajo investiga y muestra los efectos de nuevas formas de instrucción en la escritura, como son los Sistemas de Tutoría Inteligente (STI), una de las herramientas más sofisticadas dentro del campo de los entornos virtuales de aprendizaje. Se ha revisado sistemáticamente la literatura de la última década procedente de Web of Science, ScienceDirect y Scopus. El potencial de los Sistemas de Tutoría Inteligente está claramente respaldado por los hallazgos actuales. Sin embargo, hay resultados contradictorios con respecto al rendimiento de los estudiantes. Esta revisión plantea una discusión sobre los resultados de cara a comprender mejor la relación entre tecnología e instrucción en escritura.

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