Proposal for digital access to manage productive projects and recreational activities to promote neurolearning through concentration
[e-2602]: https://doi.org/10.5281/zenodo.20290259
DOI:
https://doi.org/10.5281/zenodo.20290259Keywords:
Digital, productive, project management, neurolearning, recreational activitiesAbstract
Objective: to present a proposal for interpreting the relationships between digital access for managing productive projects and recreational activities that promote concentration through neurolearning. Methodology: quantitative, applied, non-experimental, cross-sectional, and correlational-propositive study. The proposal is applicable to early childhood, school, and higher education populations involved in educational and productive processes supported by digital tools. The sample may be selected through probability or non-probability sampling, including convenience sampling. A Likert-type questionnaire validated by expert judgment and reliability tested with Cronbach’s alpha will be applied. Data analysis will use non-parametric inferential statistics and Spearman’s rho, since the variables are categorical, employing a two-way matrix that distributes the dimensions of both variables: computer systems, cooperation networks, technical assistance, marketing, and interaction with entities, as well as focused, sustained, selective, alternating, and divided concentration. Expected Results: positive associations are expected between computer systems and sustained concentration, as well as between cooperation networks and alternating and divided concentration, suggesting that a clear digital organization favors attentional control and task persistence. Conclusions/Contributions: the proposal integrates digital management and neuroeducation to strengthen attention, reduce distraction, and improve participation in educational and productive contexts. In addition, it provides a basis for designing pedagogical interventions that are coherent across technology, learning, and productivity, guiding sequences, optimizing support, and sustaining formative interest. It may also guide didactic decisions for selecting digital resources and support, favoring organized learning management, active participation, and better regulation of cognitive effort in early childhood and higher education.
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