Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada

El uso inadecuado de teléfonos móviles en el aula es un desafío cada vez más común que afecta la atención y el rendimiento académico de los estudiantes, especialmente en clases de inglés como lengua extranjera. En una institución privada de Bogotá, Colombia, realizamos un estudio para evaluar cómo e...

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Autores:
Martínez, Cristian Alejandro
Gómez Cotrina, María Camila
Guamanga Scarpetta, Diego Armando
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
eng
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oai:repositorio.unbosque.edu.co:20.500.12495/14364
Acceso en línea:
https://hdl.handle.net/20.500.12495/14364
Palabra clave:
Distracción por teléfonos móviles
Gamificación
Participación estudiantil
Inglés como segunda lengua (ESL)
Carga cognitiva
Teoría de la atención
Constructivismo
370.1175
Mobile phone distraction
Gamification
Student engagement
English as a Second Language (ESL)
Cognitive load
Attention theory
Constructivism
Rights
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dc.title.none.fl_str_mv Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
dc.title.translated.none.fl_str_mv Impact of Mobile Phone Misuse: A Gamification-Based Proposal in a Private Institution
title Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
spellingShingle Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
Distracción por teléfonos móviles
Gamificación
Participación estudiantil
Inglés como segunda lengua (ESL)
Carga cognitiva
Teoría de la atención
Constructivismo
370.1175
Mobile phone distraction
Gamification
Student engagement
English as a Second Language (ESL)
Cognitive load
Attention theory
Constructivism
title_short Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
title_full Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
title_fullStr Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
title_full_unstemmed Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
title_sort Impacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privada
dc.creator.fl_str_mv Martínez, Cristian Alejandro
Gómez Cotrina, María Camila
Guamanga Scarpetta, Diego Armando
dc.contributor.advisor.none.fl_str_mv Nieves González, Iván Darío
dc.contributor.author.none.fl_str_mv Martínez, Cristian Alejandro
Gómez Cotrina, María Camila
Guamanga Scarpetta, Diego Armando
dc.subject.none.fl_str_mv Distracción por teléfonos móviles
Gamificación
Participación estudiantil
Inglés como segunda lengua (ESL)
Carga cognitiva
Teoría de la atención
Constructivismo
topic Distracción por teléfonos móviles
Gamificación
Participación estudiantil
Inglés como segunda lengua (ESL)
Carga cognitiva
Teoría de la atención
Constructivismo
370.1175
Mobile phone distraction
Gamification
Student engagement
English as a Second Language (ESL)
Cognitive load
Attention theory
Constructivism
dc.subject.ddc.none.fl_str_mv 370.1175
dc.subject.keywords.none.fl_str_mv Mobile phone distraction
Gamification
Student engagement
English as a Second Language (ESL)
Cognitive load
Attention theory
Constructivism
description El uso inadecuado de teléfonos móviles en el aula es un desafío cada vez más común que afecta la atención y el rendimiento académico de los estudiantes, especialmente en clases de inglés como lengua extranjera. En una institución privada de Bogotá, Colombia, realizamos un estudio para evaluar cómo el uso no educativo de celulares impacta a estudiantes de décimo grado durante las lecciones de inglés. Utilizando un enfoque mixto que incluyó encuestas, observaciones en el aula y entrevistas con docentes, identificamos patrones de distracción relacionados con el uso de estos dispositivos y su efecto en el desempeño académico. Los resultados muestran una relación negativa entre el uso excesivo del celular y la capacidad de atención. Para abordar este problema, proponemos implementar estrategias pedagógicas basadas en la gamificación para mejorar la motivación, aumentar la participación y reducir las distracciones digitales. Esta propuesta busca integrar elementos lúdicos al proceso educativo, alineándose con los objetivos académicos para crear un entorno de aprendizaje más dinámico y enfocado.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-05-16T14:22:19Z
dc.date.available.none.fl_str_mv 2025-05-16T14:22:19Z
dc.date.issued.none.fl_str_mv 2025-05
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12495/14364
dc.identifier.instname.spa.fl_str_mv instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad El Bosque
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.unbosque.edu.co
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Bandura, A. (1977). Social learning theory. Prentice-Hall.
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spelling Nieves González, Iván DaríoMartínez, Cristian AlejandroGómez Cotrina, María CamilaGuamanga Scarpetta, Diego Armando2025-05-16T14:22:19Z2025-05-16T14:22:19Z2025-05https://hdl.handle.net/20.500.12495/14364instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEl uso inadecuado de teléfonos móviles en el aula es un desafío cada vez más común que afecta la atención y el rendimiento académico de los estudiantes, especialmente en clases de inglés como lengua extranjera. En una institución privada de Bogotá, Colombia, realizamos un estudio para evaluar cómo el uso no educativo de celulares impacta a estudiantes de décimo grado durante las lecciones de inglés. Utilizando un enfoque mixto que incluyó encuestas, observaciones en el aula y entrevistas con docentes, identificamos patrones de distracción relacionados con el uso de estos dispositivos y su efecto en el desempeño académico. Los resultados muestran una relación negativa entre el uso excesivo del celular y la capacidad de atención. Para abordar este problema, proponemos implementar estrategias pedagógicas basadas en la gamificación para mejorar la motivación, aumentar la participación y reducir las distracciones digitales. Esta propuesta busca integrar elementos lúdicos al proceso educativo, alineándose con los objetivos académicos para crear un entorno de aprendizaje más dinámico y enfocado.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThe non-academic use of mobile phones in the classroom has become a common challenge affecting students' attention and academic performance, particularly in English as a foreign language class. In a private school in Bogotá, Colombia, we conducted a study to assess how non-educational mobile phone use impacts tenth-grade students during English lessons. Using a mixed-methods approach that included surveys, classroom observations, and teacher interviews, we identified patterns of distraction related to mobile phone usage and its impact on academic achievement. The findings show a negative correlation between excessive phone use and attention span. To address this issue, we proposed implementing gamification-based pedagogical strategies to enhance motivation, increase participation, and reduce digital distractions. This proposal aimed to integrate game-based elements into the educational process, aligning them with academic objectives to create a more dynamic and focused learning environment.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Distracción por teléfonos móvilesGamificaciónParticipación estudiantilInglés como segunda lengua (ESL)Carga cognitivaTeoría de la atenciónConstructivismo370.1175Mobile phone distractionGamificationStudent engagementEnglish as a Second Language (ESL)Cognitive loadAttention theoryConstructivismImpacto del mal uso del teléfono móvil: Una propuesta basada en la gamificación en una institución privadaImpact of Mobile Phone Misuse: A Gamification-Based Proposal in a Private InstitutionLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaBandura, A. (1977). Social learning theory. Prentice-Hall.Beland, L. P., & Murphy, R. (2019). Strict mobile phone policies and academic performance in UK schools. Economics of Education Review, 68, 1–18. https://doi.org/10.1016/j.econedurev.2018.12.005Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Bruner, J. (1996). The culture of education. Harvard University Press.Campbell, S. W. (2006). Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication Education, 55(3), 280–294.Chen, B., Seilhamer, R., Bennett, L., & Bauer, S. (2021). Students’ mobile learning practices in higher education: A multi-year study. Educause Review, 56(1), 14–27.Chun, M. M., Golomb, J. D., & Turk-Browne, N. B. (2011). A taxonomy of external and internal attention. Annual Review of Psychology, 62, 73–101. https://doi.org/10.1146/annurev.psych.093008.100427Cohen, L., Manion, L., & Morrison, K. (2007). 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