Efectos de la gamificación basada en neurofeedback sobre la autorregulación del aprendizaje en entornos virtuales: Un análisis cualitativo en la educación superior
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El presente estudio, examina la incidencia de la gamificación apoyada en sistemas de neurofeedback sobre los procesos de autorregulación del aprendizaje en estudiantes de postgrado dentro de entornos virtuales de formación avanzada. Desde el paradigma postpositivista, de enfoque mixto privilegia la comprensión e interpretación de las experiencias cognitivas, emocionales y volitivas de los participantes durante su interacción con recursos tecnológicos innovadores. Se desarrolló un diseño de estudio de casos múltiples cuantitativis que fueron interpretados y se entrevistaron a 12 informantes clave seleccionados mediante criterios de pertinencia académica y experiencia en plataformas digitales de aprendizaje. Los hallazgos evidencian que la integración de bioseñales en dinámicas lúdicas favorece procesos metacognitivos asociados al monitoreo de la atención, la gestión emocional y la toma de decisiones autorreguladas. Asimismo, los participantes reportaron una mayor conciencia sobre sus niveles de concentración y desempeño académico. Se concluye que la gamificación con neurofeedback constituye una estrategia innovadora que no solo incrementa la motivación extrínseca, sino que fortalece la autonomía procedimental, la persistencia académica y la adaptación cognitiva en contextos virtuales complejos de educación superior.
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