Exposición a pausas activas en el aula y atención en estudiantes de educación secundaria: revisión sistemática 2020-2026
DOI:
https://doi.org/10.59602/cys.v4i3.93Palabras clave:
atención, enseñanza secundaria, estudiante de secundaria, técnica didáctica, proceso de aprendizajeResumen
El objetivo fue sintetizar la evidencia científica publicada entre 2020 y 2026 sobre las diferencias en atención y concentración entre estudiantes de bachillerato expuestos habitualmente a pausas activas en el aula y aquellos con baja o nula exposición. Se realizó una revisión sistemática alineada con PRISMA 2020 y estructurada mediante PECO. La búsqueda se ejecutó en Scopus, Taylor & Francis, PubMed y Dialnet; de 1470 registros identificados, 18 estudios primarios cumplieron los criterios de inclusión. La extracción consideró diseño, población, modalidad, duración, frecuencia, comparador, instrumentos y resultados. La calidad metodológica se valoró con la Herramienta de Evaluación de Métodos Mixtos (MMAT) y los hallazgos se integraron mediante síntesis narrativa. Doce estudios comunicaron resultados favorables, cuatro hallazgos mixtos y dos ausencias de ventajas atencionales o cognitivas. Las respuestas más consistentes aparecieron tras pausas breves y estructuradas, aunque no se identificó una dosis universal de duración o intensidad. La confianza global fue moderada debido a la heterogeneidad de protocolos, medidas y diseños. Se concluye que las pausas activas constituyen un apoyo pedagógico prometedor para recuperar el foco atencional, pero su eficacia depende de la forma de aplicación y del rigor metodológico de la evidencia.
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Derechos de autor 2026 Ángel Patricio Herrera Carrión, Alexandra Silvestre Cárcamo Bustamante, Ricardo Alberto Vargas Grefa, Jesús Santiago Jumbo Jima
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
