Desarrollo socioemocional de las prácticas de ocio digital en estudiantes de educación básica y media

Miguel Torralvo Hernández

doi:10.63549/rg.v6i2.836

Miguel Torralvo Hernández Universidad de Panamá, Panamá

DOI: https://doi.org/10.63549/rg.v6i2.836

Palabras clave: desarrollo socioemocional, prácticas de ocio digital, dinámicas recreativas virtuales, bienestar de menores

Resumen

El desarrollo socioemocional de estudiantes de educación básica y media está fuertemente influenciado por sus prácticas de ocio digital. Esta investigación analizó mediante una revisión sistemática el impacto de estas dinámicas recreativas virtuales en el bienestar y la socialización de los menores. Siguiendo los lineamientos PRISMA, se exploraron bases de datos indexadas para evaluar indicadores bibliométricos (autores, instituciones, países, fuentes, documentos y áreas de conocimiento), contrastando los datos cuantitativos con el análisis cualitativo de la literatura seleccionada. Se evidencia un campo en consolidación con baja producción por autor e institución, pero con un liderazgo contundente de España (20 documentos) y predominio de Ciencias Sociales (38.9%) y artículos (62.1%). Existe una contradicción metodológica: Psicología y Medicina aparecen relegadas en los indicadores macro, a pesar de que la literatura empírica demuestra su rol central en la salud mental y la autorregulación emocional infantil. El ocio digital debe dejar de evaluarse bajo enfoques punitivos o cuantitativos de tiempo de pantalla, ya que aporta al desarrollo de habilidades digitales y competencias académicas. El éxito socioemocional del estudiante requiere la mediación cualitativa de las familias y la transformación escolar hacia modelos híbridos de aprendizaje y retroalimentación digital.

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