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Aprendizaje y distracción: evidencia de interferencia de la carga cognitiva en la educación médica
Andrea Storck1, Clemens Grahl Römer2, Steffen Ansorge3
1Department of Urology, University Clinics Münster, Münster, Germany.
Medical education
|December 19, 2025
Resumen
Las señales instructivas mejoran el aprendizaje al reducir la carga cognitiva. Sin embargo, en entornos de distracción, las señales se vuelven ineficaces, bloqueando los beneficios del aprendizaje. La distracción abruma la memoria de trabajo, negando el apoyo instructivo.
Sus antecedentes:
- La distracción puede aumentar la carga cognitiva, mientras que las señales pueden disminuirla.
- La efectividad de las señales instructivas en entornos de aprendizaje de distracción no está clara.
- Investigar si la instrucción puede mitigar el impacto negativo de la distracción en el aprendizaje.
Conclusiones:
- La distracción bloquea la efectividad de las señales instructivas, lo que sugiere un mecanismo de interferencia de carga.
- La sobrecarga de la memoria de trabajo impide que los alumnos se beneficien de las instrucciones útiles.
- Implicaciones para la educación médica en entornos ricos en distracciones (IA, notificaciones, alertas de HCE).
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