Eficacia de las intervenciones tecnológicas en la mejora de la motivación, el engagement y el rendimiento académico en estudiantes de básica superior: Una revisión sistemática

Alexandra Roxana Muñoz Pazmiño; Christian Raúl López Medina; Marco Vinicio Oñate Guevara

doi:10.70577/ASCE/1025.1043/2025

Authors

Alexandra Roxana Muñoz Pazmiño Unidad Educativa Mario Cobo Barona https://orcid.org/0009-0008-3621-4752
Christian Raúl López Medina Unidad Educativa Mario Cobo Barona https://orcid.org/0009-0007-7777-9787
Marco Vinicio Oñate Guevara Unidad Educativa La Gran Muralla https://orcid.org/0009-0005-5118-5118

DOI:

https://doi.org/10.70577/ASCE/1025.1043/2025

Keywords:

educational technology, student motivation, academic performance, secondary education, pedagogical innovation, active learning.

Abstract

The integration of digital technologies in educational processes has gained relevance due to its potential to transform learning, especially in high school students. Despite their increasing implementation, uncertainty persists about the real effectivenessof these tools in improving motivation, engagement and academic performance. Previous studies show mixed results: while some technological interventions increase student interest and participation, others fail to translate into significant improvements inacademic performance. Against this backdrop, the objective of this study was to analyze the effectiveness of technological interventions in strengthening motivation, engagement, and academic performance in elementary school students, through a systematic review of recent scientific literature, following the PRISMA protocol. 16 empirical studies published between 2020 and 2025 were included, which show that the most used tools are gamification, augmented reality, learning dashboards and automated feedback systems. The results indicate consistent improvements in student motivation and participation, mainly when these technologies are integrated with active methodologies and immediate feedback. However, the impact on academic performance varies depending on the socio-educational context, methodological design and teacher mediation. It is concluded that educational technologies have a high didactic potential, but their effectiveness depends on intentional planning and complementary factors that must be considered in future research.

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