Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura

Una revisión sistemática de la literatura

Autores/as

DOI:

https://doi.org/10.51698/aloma.2021.39.2.63-74

Palabras clave:

Teoría de Uso y Gratificaciones, redes sociales, influencia motivacional, perfiles de uso, revisión sistemática

Resumen

Las tensiones entre los diferentes agentes educativos y la sociedad han propiciado infinidad de cambios en relación con los recursos que se usan para gestionar las diferentes relaciones. En la actualidad, las redes sociales se presentan como un recurso más a las que docentes y discentes recurren por diversos motivos. La Teoría de Usos y Gratificaciones se presenta como un enfoque óptimo para conocer las motivaciones que tienen los usuarios. En este artículo se realiza un análisis de la literatura científica publicada en SCOPUS y JCR entre los años 2001 y 2020 sobre la aplicación de dicha teoría a las redes sociales en el ámbito educativo. Los resultados obtenidos muestran que los artículos se distribuyen en tres temáticas principales: investigación educativa, psicología educativa y comunicación o información educativa. Como conclusión, se ha detectado que la Teoría de Usos y Gratificaciones otorga una perspectiva crítica que expone, con mayor tendencia, las limitaciones de las redes sociales. Sin embargo, también se han observado propuestas para las buenas prácticas.

Biografía del autor/a

Diego Calderón-Garrido, Serra Húner Fellow, Universitat de Barcelona

Doctor en Historia del Arte. Profesor asociado en el Departamento de Didáctica de la Expresión Musical y Corporal de la Facultad de Educación de la Universidad de Barcelona.

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Publicado

2021-11-17

Número

Sección

Educació