Resumen de Edu-Track+: Mejorando Motivación Académica Intrínseca y Rendimiento Académico Universitario en Aulas Hyflex

Ángel Deroncele Acosta

• español

  En el contexto de la creciente digitalización de la educación superior, los sistemas educativos datificados han impulsado la introducción de tecnologías de seguimiento personal, conocidas como self-tracking, sin embargo, poco se ha avanzado en investigar su potencial para monitorear dedicación al estudio, organización de recursos didácticos y aportación académica. El objetivo es explorar el potencial del Edu-Track+ (experiencia self-tracking) como una estrategia efectiva para mejorar la motivación académica (MAC) y el rendimiento académico universitario (RAU). Se desarrolló un estudio cuantitativo, experimental y longitudinal; participaron 215 estudiantes de doctorado; se aplicó la escala MAC, y escala RAU, antes y después de la experiencia formativa “Edu-Track+” (pre-test/post-test). Los resultados indican que los estudiantes que alcanzaron un nivel avanzado de Self-tracking mostraron un aumento significativo en su motivación académica intrínseca y su RAU, en comparación con los que obtuvieron un nivel básico. Además, se reveló una correlación positiva muy fuerte entre MAC y RAU.El self-trackingpuede ser una estrategia formativa efectiva para optimizar el potencial formativo en sistemas educativos datificados, mostrando también su aplicabilidad para el monitoreo de la salud y el bienestar, siendo importante considerar aspectos éticos en su implementación, y brindar capacitación a los actores educativos para garantizar su efectividad.

• English

  In the context of the increasing digitization of higher education, datified educational systems have driven the introduction of personal tracking technologies, known as self-tracking, however, little progress has been made in investigating their potential for recording study dedication, organization of didactic resources, and academic input. The aim of the study is to explore the potential of Edu-Track+ (self-tracking experience) as an effective strategy to improve academic motivation and university academic performance. Methodology: A quantitative, experimental, and longitudinal study was developed; 215 doctoral students participated; the academic motivation scale and university academic performance scale were applied before and after the "Edu-Track+" formative experience (pretest-posttest). Our results show that students who reached an advanced level of Self-tracking showed a significant increase in their intrinsic academic motivation and their university academic performance, compared to those who obtained a basic level. In addition, a very strong positive correlation between academic motivation and university academic performance was revealed. Self-tracking can be an effective formative strategy to optimize formative potential in datified educational systems, also showing its applicability for monitoring health and well-being, being important to consider ethical aspects in its implementation, and providing training to educational actors to ensure its effectiveness