Nuevos entornos de aprendizaje para la escritura: Sistemas de tutoría inteligente

• Lucía Rodríguez Málaga ^[1] ; Celestino Rodríguez Pérez ^[1] ; Raquel Fidalgo Redondo ^[2]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Universidad de León

     Universidad de León

     León, España

     
• Localización: Papeles del psicólogo, ISSN-e 1886-1415, ISSN 0214-7823, Vol. 40, Nº. 2, 2019 (Ejemplar dedicado a: EVOLUCIÓN DEL CÓDIGO MEMÉTICO EN PSICOTERAPEUTASS), págs. 133-140
• Idioma: español
• DOI: 10.23923/pap.psicol2019.2895
• Títulos paralelos:
  • New learning environments for writing: Ntelligent tutoring systems
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Numerosos metaanálisis han demostrado cómo el uso de la tecnología es una práctica efectiva en el campo de la instrucción en escritura. Sin embargo, la mayor parte de estos estudios se han centrado en los efectos del procesador de Word para mejorar la escritura de los estudiantes. Este trabajo investiga y muestra los efectos de nuevas formas de instrucción en la escritura, como son los Sistemas de Tutoría Inteligente (STI), una de las herramientas más sofisticadas dentro del campo de los entornos virtuales de aprendizaje. Se ha revisado sistemáticamente la literatura de la última década procedente de Web of Science, ScienceDirect y Scopus. El potencial de los Sistemas de Tutoría Inteligente está claramente respaldado por los hallazgos actuales. Sin embargo, hay resultados contradictorios con respecto al rendimiento de los estudiantes. Esta revisión plantea una discusión sobre los resultados de cara a comprender mejor la relación entre tecnología e instrucción en escritura.

  • English

    Abundant meta-analyses have shown how the use of technology is an effective practice in the field of writing instruction. However, most of these studies have focused on the effects of the word processor to improve student writing. This article investigates and shows the effects of new forms of instruction in writing, such as intelligent tutoring systems (ITS), one of the most sophisticated tools in the field of virtual learning environments. The literature of the last decade from the Web of Science, ScienceDirect and Scopus has been systematically reviewed. The potential of intelligent tutoring systems is clearly supported by the current findings. However, there are contradictory results concerning students’ performance. This review presents a discussion on the results in order to understand in more detail the relationship between technology and instruction in writing.

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