Estimulación acústica de baja frecuencia para mejorar atención y habilidades numéricas en la formación técnica y tecnológica
Low-frequency acoustic stimulation to enhance attention and numerical skills in technical and technological training
DOI:
https://doi.org/10.59773/ci.v7i1.111Palabras clave:
Atención sostenida, Neuroeducación, Audio Lo-Fi, Costeo, Educación técnicaResumen
RESUMEN
La estimulación auditiva con frecuencias graves (20‑40 Hz) ha mostrado sincronizar ritmos neuronales vinculados a la atención y la memoria de trabajo, pero su aplicación en aulas técnicas sigue poco explorada. Método. Se empleó un diseño cuasiexperimental con dos grupos no equivalentes (n = 24). Durante seis semanas el grupo experimental resolvió ejercicios de Costos de A&B escuchando audio lo‑fi (20‑40 Hz, 55 dB SPL); el grupo control trabajó en silencio. Se evaluó atención sostenida (TAS), control inhibitorio (Stroop), memoria de trabajo numérica (Dígitos) y tasa de aprobación. Resultados. El grupo experimental mostró mejoras significativas: TAS + 8,5 pts (p = .012); Stroop − 4,3 s (p = .030); Dígitos + 0,9 (p = .041); aprobación + 33 pp (p = .046). Conclusión. Integrar pistas de baja frecuencia potencia la atención y el rendimiento numérico, constituyéndose en una estrategia pedagógica de bajo costo.
ABSTRACT
Introduction. Low‑frequency auditory stimulation (20‑40 Hz) can entrain neural rhythms underlying sustained attention and working memory, yet evidence in technical classrooms remains scarce. Method. A quasi‑experimental design with 24 technical students compared a 20‑40 Hz lo‑fi soundtrack group with a silent control for six weeks. Measures included TAS, Stroop, Digit span and direct pass rate. Results. Significant advantages for the experimental group: TAS + 8.5 (p = .012), Stroop − 4.3 s (p = .030), Digits + 0.9 (p = .041), pass rate + 33 pp (p = .046). Conclusion. Systematic low‑frequency soundtracks enhance attention and academic performance in numeracy‑intensive courses.
Citas
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