Microlearning, Sustained Attention, and Working Memory in Students: A Systematic Review from a Neuroeducational Perspective
DOI:
https://doi.org/10.63688/ed701327Keywords:
microlearning, sustained attention, working memory, neuroeducationAbstract
The aim of this study was to analyze the scientific evidence regarding the effect of microlearning strategies on sustained attention and working memory in students from a neuroeducational perspective. A systematic literature review was conducted following PRISMA guidelines. The search was carried out in Scopus, ScienceDirect, SpringerLink, Google Scholar, and SciELO databases, considering publications from 2015 to 2025. After applying the inclusion and exclusion criteria, 16 scientific articles were selected for analysis. The findings showed that microlearning enhances sustained attention by presenting content in brief and structured learning units that reduce cognitive overload. Likewise, this strategy was found to strengthen working memory through improved organization and processing of information. From a neuroeducational perspective, the results suggest that microlearning is an effective methodology for optimizing cognitive processes related to learning and improving academic performance in different educational settings. It is concluded that microlearning represents an innovative pedagogical alternative with significant potential to meet the demands of contemporary learning environments.
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Copyright (c) 2026 Johnatan Alexander Soledispa Aguilar, Sonia Guadalupe Suárez Castro, Marco Vinicio Guevara Masqui, Erlinda Janeth Quishpe Peña, Christian Andrés Rodríguez Yepez (Autor/a)
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