Interacciones comunicativas fragmentadas en ambientes virtuales de aprendizaje (AVA): una revisión sistemática

Abstract

Fragmented communication is defined in this article as a systematic breakdown in discursive cohesion, characterized by the temporal discontinuity of messages, the dispersion of participants' attention, and the atomization of meanings, which prevents the virtual learning environment (VLE) from functioning as a true community of inquiry and construction. In this sense, the study focused on analyzing the dynamics of fragmented communicative interaction in VLEs. A systematic review was employed, using the PRISMA framework to facilitate the search and selection of studies, data extraction, quality assessment, analysis, and presentation of results. The search focused on a nine-year period (2016–2025) to ensure the currency of the data. This procedure was supported by the Google Scholar search engine and the specialized repository Redalyc. As a result, the analysis concentrated on eight (8) studies, which met the inclusion criteria. Finally, it is concluded that the phenomenon is not static, but rather is shaped by four predominant dynamics: pragmatic distortion stemming from a lack of nonverbal cues, the network segmentation of students into disconnected nodes, strategies for humanizing the connection to mitigate isolation, and, as a solution, pedagogical reconnection. This demonstrates that overcoming communicative fragmentation does not depend on technological sophistication, but rather on teacher mediation capable of reconstructing social presence in the virtual realm.