Redes Sociales y Distracción Académica en Universitarios: Causas, Efectos y Estrategias de Mitigación
DOI:
https://doi.org/10.64304/rac.v2i2.47Palabras clave:
Redes sociales, autorregulación, educación superior, bienestar, consecuencia, estudiantes universitarios, aprendizaje, TecnologíaResumen
Antecedentes. La distracción académica asociada al uso de redes sociales se ha intensificado con la expansión de los entornos digitales y la incorporación cotidiana de dispositivos móviles en la vida universitaria. Este fenómeno afecta la concentración, la autorregulación y la capacidad de mantener una atención sostenida durante las actividades académicas.
Métodos. Se realizó un estudio cualitativo de carácter conceptual y documental, sustentado en una revisión narrativa de literatura clásica y reciente sobre redes sociales, atención, sobrecarga informativa y comportamiento digital. El análisis se desarrolló mediante una estrategia interpretativa y comparativa orientada a identificar categorías explicativas, relaciones conceptuales y factores recurrentes vinculados con la distracción académica en estudiantes universitarios.
Resultados. El análisis identifica como principales factores la sobrecarga informativa, las notificaciones constantes, la arquitectura persuasiva de las plataformas y los patrones de uso impulsivo. Estos elementos interrumpen la atención, fragmentan el tiempo de estudio y dificultan la concentración prolongada.
Interpretación. La distracción académica no depende únicamente de decisiones individuales, sino también del diseño de las plataformas y de las dinámicas digitales contemporáneas. Su atención requiere estrategias de autorregulación, alfabetización digital y diseño de entornos educativos que favorezcan el uso consciente de las tecnologías.
Descargas
Citas
Baeza-Yates, R. & Fayyad, U. (2021). The attention economy and the impact of artificial intelligence. In H. Werthner et al. (Eds.), Perspectives on Digital Humanism, 289–301. Springer. https://doi.org/10.1007/978-3-030-86144-5_18 DOI: https://doi.org/10.1007/978-3-030-86144-5_18
Bond, M. (2020). Facilitating student engagement through the use of technology in higher education: A systematic review. Educational Technology Research and Development, 68, 319–344. https://doi.org/10.1007/s11423-019-09718-0
Cain, M. S. & Mitroff, S. R. (2011). Distractor filtering in media multitaskers. Psychonomic Bulletin & Review, 18, 223–229. https://doi.org/10.3758/s13423-010-0049-7
Clark, R. C. & Mayer, R. E. (2016). E-Learning and the Science of Instruction (4th ed.). Wiley. DOI: https://doi.org/10.1002/9781119239086
Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Eyal, N. (2014). Hooked: How to Build Habit-Forming Products. Portfolio.
Gazzaley, A. & Rosen, L. D. (2016). The Distracted Mind: Ancient Brains in a High-Tech World. MIT Press.
Gaudreau, P., Miranda, D., & Gareau, A. (2014). Canadian university students in wireless classrooms: What do they do on their laptops? Computers & Education, 70, 245–255. https://doi.org/10.1016/j.compedu.2013.08.019 DOI: https://doi.org/10.1016/j.compedu.2013.08.019
Greenhow, C. & Askari, E. (2021). Learning and teaching with social media: Connecting formal and informal learning. Education and Information Technologies, 26, 4003–4022. https://doi.org/10.1007/s10639-021-10445-0
Hartanto, A. & et al. (2024). The effect of mere presence of smartphone on cognitive functions: A four-level meta-analysis. Technology, Mind, and Behavior. https://doi.org/10.1037/tmb0000123 DOI: https://doi.org/10.1037/tmb0000123
Hrastinski, S. (2022). Digital participation and learning: A review. British Journal of Educational Technology, 53(3), 437–455. https://doi.org/10.1111/bjet.13196 DOI: https://doi.org/10.1111/bjet.13196
Jin, Y., Zhou, W., Zhang, Y., Yang, Z., & Hussain, Z. (2024). Smartphone distraction and academic anxiety. Behavioral Sciences, 14(9), 820. https://doi.org/10.3390/bs14090820 DOI: https://doi.org/10.3390/bs14090820
Junco, R. (2012). Too much face and not enough books: Facebook use and academic performance. Computers in Human Behavior, 28(1), 187–198. https://doi.org/10.1016/j.chb.2011.08.026 DOI: https://doi.org/10.1016/j.chb.2011.08.026
Kirschner, P. A. & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024 DOI: https://doi.org/10.1016/j.chb.2010.03.024
Koessmeier, C. & Büttner, O. B. (2021). Why are we distracted by social media? Frontiers in Psychology, 12, 711416. https://doi.org/10.3389/fpsyg.2021.711416 DOI: https://doi.org/10.3389/fpsyg.2021.711416
Kuznekoff, J. H. & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233–252. https://doi.org/10.1080/03634523.2013.767917 DOI: https://doi.org/10.1080/03634523.2013.767917
Liu, C. (2022). Social media collaboration and academic outcomes in higher education: A review. Journal of Further and Higher Education, 46(8), 1101–1118. https://doi.org/10.1080/0309877X.2022.2032258
López-Carril, S., Anagnostopoulos, C., & Parganas, P. (2021). Social media in higher education: A systematic review. International Journal of Educational Technology in Higher Education, 18, 67. https://doi.org/10.1186/s41239-021-00304-8 DOI: https://doi.org/10.1186/s41239-021-00304-8
Manca, S. & Ranieri, M. (2016). Facebook and the others: Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230. https://doi.org/10.1016/j.compedu.2016.01.012 DOI: https://doi.org/10.1016/j.compedu.2016.01.012
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
Newport, C. (2016). Deep Work: Rules for Focused Success in a Distracted World. Grand Central Publishing.
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. PNAS, 106(37), 15583–15587. https://doi.org/10.1073/pnas.0903620106 DOI: https://doi.org/10.1073/pnas.0903620106
O’Reilly, T., Strauss, I., & Mazzucato (2024). Algorithmic attention rents. Data & Policy, 6, e7. https://doi.org/10.1017/dap.2024.6 DOI: https://doi.org/10.1017/dap.2024.1
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422 DOI: https://doi.org/10.3389/fpsyg.2017.00422
Pérez-Juárez, M. Á., González-Ortega, D., & Aguiar-Pérez, J. M. (2023). Digital distractions from the point of view of higher education students. Sustainability, 15(7), 6044. https://doi.org/10.3390/su15076044 DOI: https://doi.org/10.3390/su15076044
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of FoMO. Computers in Human Behavior, 29(4), 1841–1848. https://doi.org/10.1016/j.chb.2013.02.014 DOI: https://doi.org/10.1016/j.chb.2013.02.014
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Media-induced task-switching. Computers in Human Behavior, 29(3), 948–958. https://doi.org/10.1016/j.chb.2012.12.001
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. https://doi.org/10.1016/j.chb.2012.12.001 DOI: https://doi.org/10.1016/j.chb.2012.12.001
Rozgonjuk, D. & et al. (2020). Problematic smartphone use and anxiety. Computers in Human Behavior, 109, 106333. https://doi.org/10.1016/j.chb.2020.106333 DOI: https://doi.org/10.1016/j.chb.2020.106333
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 3–10.
Sweller, J. (2011). Cognitive load theory. In B. Ross (Ed.), Psychology of learning and motivation, Vol. 55, 37–76. Academic Press. https://doi.org/10.1016/B978-0-12-385527-5.00002-3 DOI: https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tarafdar, M., Pullins, E. B., & Ragu-Nathan, T. S. (2015). Technostress. Journal of Business & Industrial Marketing, 30(8), 103–116.
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). SDiCoS: Digital competence scale. Education and Information Technologies, 27, 10539–10565. https://doi.org/10.1007/s10639-022-11026-5
Valtonen, T. & et al. (2021). Students’ perceptions of social media as a learning tool. International Journal of Educational Research Open, 2, 100036. https://doi.org/10.1016/j.ijedro.2021.100036 DOI: https://doi.org/10.1016/j.ijedro.2021.100036
Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain. Journal of the Association for Consumer Research, 2(2), 140–154. https://doi.org/10.1086/691462 DOI: https://doi.org/10.1086/691462
Wang, C. (2022). What distracts students from online learning: A literature review. Human Behavior and Emerging Technologies, 2022, 1483531. https://doi.org/10.1155/2022/1483531 DOI: https://doi.org/10.1155/2022/1483531
Wang, C.-H., Salisbury-Glennon, J. D., Dai, Y., Lee, S., & Dong, J. (2022). Empowering college students to decrease digital distraction. Contemporary Educational Technology, 14(4), ep388. https://doi.org/10.30935/cedtech/12456 DOI: https://doi.org/10.30935/cedtech/12456
Wiradhany, W. & Nieuwenstein, M. R. (2017). Cognitive control in media multitaskers revisited. Attention, Perception, & Psychophysics, 79, 2620–2641. https://doi.org/10.3758/s13414-017-1408-4 DOI: https://doi.org/10.3758/s13414-017-1408-4
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 DOI: https://doi.org/10.1207/s15430421tip4102_2
English
Español (España)
