Dispositivos tecnológicos y cognición en educación: Limitaciones metodológicas y agenda futura desde una revisión sistemática
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La creciente integración de dispositivos tecnológicos en contextos educativos ha generado un debate relevante sobre su impacto en las funciones cognitivas de los estudiantes, particularmente ante la falta de evidencia concluyente que permita establecer ventajas claras entre distintos dispositivos. En este contexto, el presente estudio tuvo como objetivo evaluar las limitaciones metodológicas y los vacíos de la investigación existente para proponer una agenda de investigación futura que oriente estudios comparativos rigurosos entre dispositivos tecnológicos y funciones cognitivas específicas. Para ello, se desarrolló un artículo de revisión sistemática, siguiendo criterios de selección y análisis estructurados que permitieron identificar, organizar y sintetizar la evidencia científica disponible sobre el tema. Los resultados evidenciaron una alta heterogeneidad en los diseños metodológicos, un uso predominante de variables proxy en lugar de mediciones cognitivas directas y la ausencia de estudios experimentales comparativos robustos, lo que limita la posibilidad de establecer conclusiones consistentes. Asimismo, se identificó que el impacto cognitivo depende más de factores como la carga cognitiva, la multitarea y el diseño pedagógico que del dispositivo en sí. En conclusión, el estudio destaca la necesidad de replantear los enfoques metodológicos actuales y avanzar hacia investigaciones más integradas y rigurosas que permitan comprender de manera precisa la relación entre tecnología y cognición en educación
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