Recursos digitales de aprendizaje en la física universitaria: una revisión de alcance sobre el uso estudiantil y las tendencias del conocimiento
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Esta revisión de alcance explora los recursos digitales de aprendizaje empleados en la enseñanza de la física en la educación superior y cómo los y las estudiantes los utilizan. A partir de una búsqueda sistemática en bases académicas y el análisis de referencias, se seleccionaron 50 estudios publicados principalmente en los últimos cinco años. Los resultados indican una producción científica global y reciente, centrada en doce categorías de recursos, entre las que destacan laboratorios virtuales, simuladores interactivos, plataformas educativas, inteligencia artificial, gamificación y tecnologías inmersivas. El análisis del conocimiento muestra una concentración temática en simulaciones y entornos virtuales, mientras que tecnologías emergentes aún ocupan un lugar marginal, lo que revela brechas de investigación. Se identificaron cinco formas en que los y las estudiantes usan estos recursos: para experimentar de manera virtual, visualizar fenómenos físicos, colaborar en línea, autoevaluarse con retroalimentación inmediata y desarrollar habilidades metacognitivas y digitales. Estos usos reflejan prácticas activas y centradas en el aprendizaje, siempre mediadas por el diseño pedagógico. Aunque se reportan beneficios como mayor comprensión conceptual y autonomía, persisten desafíos relacionados con la desigualdad en el acceso y la necesidad de formación docente. La revisión concluye que, pese al crecimiento de recursos multimodales, el campo carece de coherencia pedagógica: la mera disponibilidad tecnológica no garantiza aprendizajes profundos. Por ello, se recomienda fortalecer la formación docente en diseño instruccional, promover investigaciones en contextos no anglosajones y explorar el potencial educativo de tecnologías emergentes desde marcos didácticos intencionados.
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