Impacto de las TIC en la educación stem: revisión sistemática de herramientas y estrategias pedagógicas
The impact of ICTS on stem education: a systematic review of tools and pedagogical StrategiesContenido principal del artículo
El estudio del impacto de las Tecnologías de la Información y la Comunicación (TIC) en la educación STEM no queda al margen de la educación actual. De ahí que el objetivo de la revisión fue identificar herramientas digitales y las estrategias didácticas asociadas a su uso exitoso. A través del protocolo PRISMA, se realizó una búsqueda en Scopus, Web of Science, ERIC e IEEE Xplore mediante operadores booleanos como "TIC" AND "educación STEM" AND ("simuladores" OR "realidad virtual"). Se incluyeron 17 estudios (2014-2025) y se excluyen literatura gris y artículos no revisados por pares. Los resultados indican que simuladores, entornos inmersivos y laboratorios remotos mejoran las habilidades prácticas y la comprensión conceptual, pero su eficacia depende de una integración pedagógica intencional. Se concluye que el impacto está condicionado por el diseño instruccional, la formación docente y la contextualización, se aboga por el enfoque sistémico que combine tecnología, pedagogía y desarrollo profesional.
The study of the impact of Information and Communication Technologies (ICT) on STEM education is central to contemporary education. Therefore, the objective of this review was to identify digital tools and the pedagogical strategies associated with their successful use. Using the PRISMA protocol, a search was conducted in Scopus, Web of Science, ERIC, and IEEE Xplore using Boolean operators such as "ICT" AND "STEM education" AND ("simulators" OR "virtual reality"). Seventeen studies (2014-2025) were included, while gray literature and non-peer-reviewed articles were excluded. The results indicate that simulators, immersive environments, and remote laboratories improve practical skills and conceptual understanding, but their effectiveness depends on intentional pedagogical integration. It is concluded that the impact is conditioned by instructional design, teacher training, and contextualization, and a systemic approach that combines technology, pedagogy, and professional development is advocated.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Alba, E.H. (2025). Efecto del uso de simuladores digitales en el desarrollo de habilidades prácticas en estudiantes – Lima Metropolitana. Perú. Revista Arbitrada De Educación Contemporánea, 2(1), 38–52. https://doi.org/10.5281/zenodo.16648577
Arifudin, O. (2025). Why digital learning is the key to the future of education. International Journal of Education and Digital Learning (IJEDL), 3(4), 201–210. https://doi.org/10.47353/ijedl.v3i4.261
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bourdieu, P. (1986). The forms of capital. En J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
Castañeda, L., Williamson, B. (2021). Assembling New Toolboxes of Methods and Theories for Innovative Critical Research on Educational Technology. Journal of New Approaches in Educational Research, 10, 1–14. https://doi.org/10.7821/naer.2021.1.703
Chen, F.Q., Leng, Y.F., Ge, J.F., Wang, D.W., Li, C., Chen, B., Sun, Z.L. (2020). Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis. Journal of Medical Research, 22(9), e18290. https://doi.org/10.2196/18290
De Jong, T., Sotiriou, S. y Gillet, D. (2014). Innovations in STEM education: the Go-Lab federation of online labs. Smart Learn. Environ, 1, 3. https://doi.org/10.1186/s40561-014-0003-6
Haleem, A., Javaid, M., Qadri, M. A., y Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hennessy, S., Haßler, B., y Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. https://doi.org/10.1080/1475939X.2015.1092466
Heradio, R., de la Torre, L., Galan, D., Cabrerizo, F. J., Herrera-Viedma, E., y Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, 14–38. https://doi.org/10.1016/j.compedu.2016.03.010
Hew, K.F., Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Technology Research and Development, 55, 223–252. https://doi.org/10.1007/s11423-006-9022-5
Huygelier, H., Schraepen, B., van Ee, R., Vanden Abeele, V., y Gillebert, C. R. (2019). Acceptance of immersive head-mounted virtual reality in older adults. Scientific Reports, 9, 4519. https://doi.org/10.1038/s41598-019-41200-6
Jiang, H., Zhu, D., Chugh, R., Turnbull, D., y Jin. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education Information Technology, 30, 12827–12863. https://doi.org/10.1007/s10639-024-13210-z
Kirkwood, A., y Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Li, J., Liang, W. (2024). Effectiveness of virtual laboratory in engineering education: A meta-analysis. PLoS ONE, 19(12), e0316269. https://doi.org/10.1371/journal.pone.0316269
Ma, J., y Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3). https://doi.org/10.1145/1132960.1132961
Makransky, G., Andreasen, N. K., Baceviciute, S., y Mayer, R. E. (2021). Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. Journal of Educational Psychology, 113(4), 719–735. https://doi.org/10.1037/edu0000473
Mishra, P., y Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mora, B. M., Gavilánez, M.M., Espinoza, J.E., y Martínez, R. (2025). Uso de simuladores virtuales en la enseñanza de conceptos abstractos. Sinergia Académica, 8(4), 713-727. https://doi.org/10.51736/sa636
Negahban A. (2024). Simulation in engineering education: The transition from physical experimentation to digital immersive simulated environments. Simulation, 100(7), 695-708. https://doi:10.1177/00375497241229757
Parong, J., y Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241
Şahin, A., Ayar, M. C., y Adigüzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory & Practice, 14(1), 309–322. https://doi.org/10.12738/estp.2014.1.1876
Santoyo, A., López, C., y Castillo, C. (2021). SecuenciaLab: laboratorio de simulación para entrenamiento en manejo de sistemas de control electromecánicos. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 11(22), e02. https://doi.org/10.23913/ride.v11i22.822
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., y Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. https://doi.org/10.1016/j.compedu.2013.11.002
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., y Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Zou, Y., Kuek, F., Feng, W., y Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391