Carga cognitiva en el aprendizaje colaborativo: Una revisión sistemática

• Luis Orbegoso-Dávila https://orcid.org/0000-0002-4089-6513
• Iris Liliana Vásquez Alburqueque https://orcid.org/0000-0001-9831-3213
• Fernando Ledesma-Pérez https://orcid.org/0000-0003-4572-1381
• Wilson Hugo Chunga Amaya https://orcid.org/0000-0003-4600-4886

DOI: https://doi.org/10.31876/rcs.v30i2.41917

Abstract

El aprendizaje colaborativo se ha convertido en una estrategia educativa ampliamente utilizada, pero persisten inconsistencias sobre cómo impacta en la carga cognitiva de los estudiantes. El objetivo de la investigación fue analizar la carga cognitiva en el aprendizaje colaborativo, haciendo una revisión sistemática de 24 estudios experimentales y cuasiexperimentales publicados en los últimos 5 años que analizan mediciones de carga cognitiva en distintas formas de aprendizaje colaborativo, con el fin de clarificar esta relación. Los resultados sugieren que el aprendizaje colaborativo reduce la carga cognitiva al distribuirla entre los miembros del grupo, pero también incrementa la carga cognitiva pertinente, conduciendo a un mejor aprendizaje. La adecuada estructuración y regulación pedagógica de las actividades colaborativas por parte del docente reduce la carga cognitiva de los estudiantes. El uso de estrategias metacognitivas compartidas y de herramientas visuales en el trabajo grupal también ayuda a gestionar la carga cognitiva. En conclusión, una gestión adecuada de la carga cognitiva mediante distintas estrategias optimiza los beneficios del aprendizaje colaborativo, aunque se requiere más investigación al respecto.

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