Estrategias psico-didácticas para fomentar emociones positivas en el aprendizaje universitario revisión sistemática

Abstract

Educational emotions play a fundamental role in the classroom, serving as the starting point for a more enjoyable and inclusive learning experience. Their activation is often linked to the implementation of innovative methodologies capable of transforming the educational environment and fostering meaningful connections between knowledge and students' personal experiences. This study presents a systematic review that aims to analyze the psycho-didactic strategies that promote positive emotions in university learning using databases such as Scopus, Scielo, Google Scholar, and Dialnet. After applying various inclusion and exclusion criteria, 39 original articles addressing the main topic were reviewed. The review process was carried out in accordance with the guidelines of the 2020 version of the PRISMA guide, which ensured a methodical, transparent, and rigorous process. The findings reveal psychodidactic strategies such as Problem-Based Learning (PBL), Project-Based Learning (PBL), Gamification, and Use of Humor that stimulate positive emotions, improve critical thinking, strengthen the teacher-student bond, and promote active participation in the classroom, while in the case of Gamification, it reduces anxiety among students.