Sinopsis

Este libro muestra los resultados de investigar la incorporación de la pedagogía computacional en la formación de competencias cognitivas en los estudiantes de licenciatura a través de la utilización de software en la práctica docente. Nuestro intento por aplicar estas teorías al proyecto de formación de competencias introduce los modelos conceptuales de los individuos, explícitos en ambientes computacionales, para formar modelos mentales en otros que están en un proceso de aprendizaje y que luego se evidencian en nuevos modelos conceptuales a partir de modelos de representación.

Abstract

The objective of the present study is to describe and analyze the state of research on the self-efficacy construct and its association with learning in computational environments based on the review of articles published in journals during the period between 2006 and 2015. To conduct the study, the Science Direct, Scopus, and SciELO databases were use and a bibliometric analysis was performed. Eighty-one (81) published scientific texts from 31 journals were analyzed. Most academic productivity on the subject matter came from Asian countries. A predominance of correlational studies was found. A total of 62 questionnaires to evaluate participants’ self-efficacy in domains associated with Information and Communications Technologies (ICT) were found. The self-efficacy subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) is used the most by researchers. It is possible to conclude that self-efficacy is a predictor of students’ successful performance in computational environments, which, in turn, influences other variables that allow better attitudes in learning. Self-efficacy has positioned itself as a current and interesting subject matter, which is why e-learning designers and educators must pay attention to the contributions derived from research in order to put them into practice.