<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000102087</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.12629626</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Microlearning en redes sociales en la educación superior: una revisión de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Microlearning in social media in higher education: a review of the literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bojorquez Robles]]></surname>
<given-names><![CDATA[Lucia Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Curisinche Rojas]]></surname>
<given-names><![CDATA[Darwin Harris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Ingeniería  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000102087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000102087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000102087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo realiza una revisión de la literatura que aborda diversos aspectos del microlearning en redes sociales, presentando sus principales teorías, las ventajas y las desventajas de su uso en la educación superior y las características de los microcontenidos que circulan en la Web 2.0. Para esto, se utiliza una metodología de revisión sistemática de la literatura, cuyo protocolo establece una delimitación a artículos académicos entre 2019 y 2023, identificados a través de Scopus y Web of Science, seleccionados con base en las preguntas de investigación. Se concluye que entre los beneficios destacados de este enfoque se encuentran mejorar el compromiso, la participación activa y la motivación de los estudiantes, además de permitir un aprendizaje personalizado, autónomo y más accesible. Como principal desventaja, se resalta el reto que implica diseñar adecuadamente las píldoras educativas y la falta de utilidad para explicar conceptos complejos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article presents a literature review of microlearning in social media. It explores various aspects of the subject, including its main theories, the advantages and disadvantages of its use in higher education, and the characteristics of the microcontents that circulate in Web 2.0. For this purpose, a systematic literature review methodology is used, whose protocol establishes a delimitation to academic articles between 2019 and 2023, identified through Scopus and Web of Science, and selected based on the research questions. It is concluded that among the highlighted benefits of this approach are improved engagement, active participation, and motivation of students, in addition to allowing personalized, autonomous, and more accessible learning. However, the main drawback is the challenge of properly designing educational "pills" and the lack of usefulness for explaining complex concepts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[microlearning]]></kwd>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="es"><![CDATA[microaprendizaje]]></kwd>
<kwd lng="es"><![CDATA[microcontenido]]></kwd>
<kwd lng="en"><![CDATA[microlearning]]></kwd>
<kwd lng="en"><![CDATA[social media]]></kwd>
<kwd lng="en"><![CDATA[electronic learning]]></kwd>
<kwd lng="en"><![CDATA[microcontent]]></kwd>
<kwd lng="en"><![CDATA[literature review]]></kwd>
</kwd-group>
</article-meta>
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