Aprendizaje basado en movimiento, efectos sobre el rendimiento académico: una revisión sistemática con metaanálisis a partir de ensayos controlados

Autores/as

  • Alexis Caniuqueo-Vargas Departamento de Educación e Innovación, Facultad de Educación, Universidad Católica de Temuco, Temuco-Chile
  • María Victoria Diaz-Franco Facultad de Ciencias de la Salud, Universidad Autónoma de Chile https://orcid.org/0000-0003-4793-7207
  • Patricio Lagos Rebolledo Departamento de Educación e Innovación, Facultad de Educación, Universidad Católica de Temuco, Temuco-Chile https://orcid.org/0000-0001-6843-8138
  • Rodrigo Ojeda Nahuelcura Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco https://orcid.org/0000-0002-5103-0774
  • Omar Aravena Departamento de Educación e Innovación, Facultad de Educación, Universidad Católica de Temuco, Temuco-Chile
  • Paula Alamos Vásquez Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco
  • Claudio Hernández-Mosqueira Departamento de Ciencias de la Educación, Universidad de Bio Bío, Chillán, Chile https://orcid.org/0000-0001-9392-2319

DOI:

https://doi.org/10.47197/retos.v66.113159

Palabras clave:

Aprendizaje basado en movimiento, aprendizaje físicamente activo, aprender jugando, rendimiento académico

Resumen

Introducción: El aprendizaje basado en movimiento es una estrategia de enseñanza que considera principios neuromotores para aprender, siendo una alternativa posible de incorporar en el aula.

Objetivo. Resumir los efectos del aprendizaje basado en movimiento sobre el rendimiento académico a partir de del reporte de ensayos controlados aleatorios.

Método. Con base en las recomendaciones PRISMA para revisión sistemática y metaanálisis se indagó en los indexadores ERIC, PubMed, Web of Science, Scopus, EBSCO hasta septiembre de 2024. Se incluyeron estudios con participantes niños y adolescentes de ambos sexos, intervenciones por ensayos controlados con grupos cruzados o grupos paralelos que compararan los efectos de estas estrategias basadas en movimiento sobre el rendimiento académico escolar. Se evaluó la calidad metodológica y se calcularon los efectos medios de las intervenciones y la heterogeneidad.

Resultados: Se incluyeron ocho estudios en la revisión con un total de 4452 estudiantes. El efecto medio estandarizado (ES) de intervenciones con ABM fue bajo (ES -0. 09 [IC del 95%: -0.53 a 0.34], Z= 0.43 [p = 0.67]) frente a grupos controles (GC) con una alta heterogeneidad entre los estudios (I2 = 96% p < 0.00).

Conclusión. Estrategias de aprendizaje basadas en movimiento generan efectos positivos sobre el rendimiento académico en matemáticas, lenguaje e inglés, sobre todo cuando los movimientos incluidos en las actividades de aprendizaje se relación con sus contenidos temáticos.

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2025-04-02

Cómo citar

Caniuqueo-Vargas, A., Diaz-Franco, M. V., Lagos Rebolledo, P., Ojeda Nahuelcura, R., Aravena, O., Alamos Vásquez, P., & Hernández-Mosqueira, C. (2025). Aprendizaje basado en movimiento, efectos sobre el rendimiento académico: una revisión sistemática con metaanálisis a partir de ensayos controlados. Retos, 66, 918–934. https://doi.org/10.47197/retos.v66.113159

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Revisiones teóricas sistemáticas y/o metaanálisis

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