De la Realidad Extendida al Metaverso: una reflexión crítica sobre las aportaciones a la educación
Resumen La realidad extendida, un concepto que abarca la realidad virtual, la realidad aumentada y la realidad mixta, ha experimentado un notable progreso en los últimos años y ha tenido un gran impacto en la comprensión de la educación. La investigación sobre la realidad extendida ha aportado beneficios en la mejora de la enseñanza y el aprendizaje, a partir de dos conceptos clave: el grado de inmersión y la sensación de presencia. Sin embargo, estas aportaciones necesitan una revisión desde una metodología crítica fundamentada para evitar caer en la tecnofilia sin evidencias científicas. El objetivo de este artículo es conocer y evaluar las aportaciones de la realidad extendida a la educación y los retos que plantea ante el desarrollo del metaverso. Para ello, en primer lugar, se conceptualiza cada tipo de realidad y se evalúan sus aplicaciones en el ámbito de la educación desde un punto de vista crítico. En segundo lugar, se realiza una argumentación fundamentada sobre las ventajas e inconvenientes de estas tecnologías en la práctica educativa. En tercer lugar, se describen los desafíos que plantea el metaverso en la educación. Este análisis muestra como la realidad extendida ha contribuido al desarrollo de la innovación y la mejora del proceso de enseñanza y aprendizaje, aunque se evidencia la falta de formación del profesorado para diseñar experiencias de aprendizaje basadas en la realidad extendida y una carencia de colaboración interdisciplinar entre los ámbitos de la tecnología y la pedagogía. Estos resultados influyen en el desarrollo del metaverso, un paso más en la evolución de la realidad extendida, que tendrá un gran impacto en el ámbito de la educación, lo cual sugiere la necesidad de diseñar un código ético, desarrollar una cultura y proteger la identidad de los usuarios.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Adell, J. (1997). Tendencias en educación en la sociedad de las tecnologías de la información. Edutec. Revista Electrónica de Tecnología Educativa, (7), a007. https://doi.org/10.21556/edutec.1997.7.570
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(1), 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
Allcoat, D., Hatchard, T., Azmat, F., Stansfield, K., Watson, D., & von Mühlenen, A. (2021). Education in the digital age: Learning experience in Virtual and Mixed Realities. Journal of Educational Computing Research, 59(5), 795-816. https://doi.org/10.1177/0735633120985120
Arango-López, J., Cerón, C. C., Collazos, C.A., Gutiérrez, F. L., & Moreira, F. (2019). Creando: Tool for creating pervasive games to increase the learning motivation in higher education students. Telematics and Informatics, (38), 62-73. https://doi.org/10.1016/j.tele.2018.08.005
Area, M. (2010). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Un estudio de casos. Revista de Educación, (352), 77-97.
Area, M. (2020). Escuela Digital. Los materiales didácticos en la Red. Graó.
Area, M., & Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005
Arici, F., Yildirim, P., Caliklar, S., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142(103647), 1-44. https://doi.org/10.1016/j.compedu.2019.103647
Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
Bailenson, J. N., & Yee, N. (2005). Digital chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments. Psychological Science, 16(10), 814–819. https://doi.org/10.1111/j.1467-9280.2005.01619.x
Ball, M. (14 de enero de 2020). The Metaverse: what it is, where to find it, and who will build it. https://bit.ly/34U1SW5
Bisquerra, R. (2009). Metodología de la investigación educativa. La Muralla.
Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as understanding: The importance of visual mathematics for our brain and learning. Journal of Applied & Computational Mathematics, 5(5), 1–6. https://doi.org/10.4172/2168-9679.1000325
Boulton, C. A., Kent, C., & Williams, H. (2018). Virtual learning environment engagement and learning outcomes at a “bricks-and-mortar” university. Computers & Education, (126), 129-142. https://doi.org/10.1016/j.compedu.2018.06.031
Brazuelo, F. (2015). Recursos móviles y realidad aumentada. En M. L. Cacheiro, C. Sánchez & J. M. González (Coords)., Recursos tecnológicos en contextos educativos (pp. 399-432). UNED.
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies-Students´ behaviour. Computers in Human Behavior, 72, 612-620. https://doi.org/10.1016/j.chb.2016.05.027
Cabero, J. (2013). La formación virtual en el nuevo entramado 2.0: el e-learning 2.0. En J. I. Aguaded & J. Cabero (Coords.), Tecnologías y medios para la educación en la e-sociedad (pp. 23-52). Alianza.
Cabero, J., Barroso, J., & Llorente M. C. (2015). Tecnología educativa: historia, concepto y bases conceptuales. En J. Cabero & J. Barroso (Coords.), Nuevos retos en tecnología educativa (pp. 19-39). Síntesis.
Castells, M. (2005). La era de la información: economía, sociedad y cultura. Volumen 1. Siglo XXI editores.
Caudell, T. P., & Mizell, D. W. (1992). Augmented reality: an application of heads-up display technology to manual manufacturing processes. Proceedings of the Twenty-Fifth Hawaii International Conference on System Sciences, 2, 659–669. https://doi.org/10.1109/HICSS.1992.183317
Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computers & Education, 55(4), 1572-1578. https://doi.org/10.1016/j.compedu.2010.06.023
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitions-Centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519-1527. https://doi.org/10.1016/j.ijinfomgt.2016.04.017
C?o?ltekin, A., Griffin, A. L., Slingsby, A., Robinson, A. C., Christophe, S., Rautenbach, V., Chen, M., Pettit, C., & Klippel, A. (2020a). Geospatial information visualization and extended reality displays. En Manual of Digital Earth (pp. 229–277). Springer.
Çoltekin, A., Lochhead, I., Madden, M., Christophe, S., Devaux, A., Pettit, C., Lock, O., Shukla, S., Herman, L., Stachon, Z., Kubi?cek, P., Snopkova, D., Bernardes, S., & Hedley, N. (2020b). Extended Reality in spatial sciences: A review of research challenges and future directions. ISPRS International Journal of Geo-Information, 9(7), 1-29. https://doi.org/10.3390/ijgi9070439
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007
Dall´Acqua, L., & Gironacci, I. M. (2019). Political decision-making and security intelligence: Recent techniques and technological developments. IGI Global.
Davis, A., Khazanchi, D., Murphy, J., Zigurs, I., & Owens, D. (2009). Avatars, people, and virtual worlds: Foundations for research in metaverses. Journal of the Association for Information Systems, 10(2), 90-116. https://doi.org/0.17705/1jais.00183
Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381–401. https://doi.org/10.1007/s10639-019-09973-5
Dionisio, J. D., Burns, W. G., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. AMC Computing Surveys, 45(3), 1-38. https://doi.org/10.1145/2480741.2480751
Dörner, R., Göbel, S., Effelsberg, W., & Wiemeyer, J. (2016). Serious games. Foundations, concepts and practice. Springer.
Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949-964. https://doi.org/10.1111/j.1467-8535.2011.01263.x
Eschen, H., Kötter, T., Rodeck, R., Harnisch, M., & Schu?ppstuhl, T. (2018). Augmented and Virtual Reality for inspection and maintenance processes in the aviation industry. Procedia Manufacturing, 19, 156–163. https://doi.org/10.1016/j.promfg.2018.01.022
Fernández, J. A. (20 de noviembre de 2021). Cinco asignaturas que debe aprobar la universidad que viene. El País. https://bit.ly/3Kli1En
Fernández Cruz, F. J., Fernández Díaz, M. J., & Rodríguez Mantilla, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educxx1.17907
Fombona, J., & Vázquez-Cano, E. (2017). Posibilidades de utilización de la Geolocalización y realidad aumentada en el ámbito educativo. Educación XX1, 20(2), 319-342. https://doi.org/10.5944/educXX1.19046
Frank, J. A., & Kapila, V. (2017). Mixed-reality learning environments: Integrating mobile interfaces with laboratory test-beds. Computers & Education, 110(4), 88-104. https://doi.org/10.1016/j.compedu.2017.02.009
Gandolfi, E., Kosko, K. W., & Ferdig, R. E. (2020). Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video. British Journal of Educational Technology, 52(2), 824-841. https://doi.org/10.1111/bjet.13058
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27(1), 244-260. https://doi.org/10.1016/j.edurev.2019.04.001
Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(1), 447-459. https://doi.org/10.1007/s10055-019-00379-9
Garrido-Íñigo, P., & Rodríguez-Moreno, F. (2013). The reality of virtual worlds: pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 1-18. https://doi.org/10.1080/10494820.2013.788034
Gómez-García, M., & Palomo, R. (2016). Realidad aumentada y recursos móviles. En J. Sánchez, J. Ruiz, & M. Gómez García (Coords.), Tecnologías de la Comunicación y la Información aplicadas a la educación (pp. 131-149). Síntesis.
Gómez-García, M., Palomo, R., Guillén, F. D., & Pérez, R. (2020). Aprendizaje con móviles. realidad virtual, aumentada y mixta. En E. Sánchez, E. Colomo & J. Ruiz (Coords.), Tecnologías de la Información y la Comunicación en Contextos Educativos (pp. 141-152). Síntesis.
Gonzalo, M. (26 de octubre de 2021). Metaverso, ¿para cuándo? O cómo reconocerlo cuando llegue. https://bit.ly/3Gesijl
Han, H. C. (2015). Teaching visual learning through virtual world experiences: Why do we need a virtual world for art education? Art Education, 68(6), 22-27. https://doi.org/10.1080/00043125.2015.11519344
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
Jensen, L., & Konradsen, F. (2017). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86–104. https://doi.org/10.1037/a0034008
Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. https://doi.org/10.1016/j.chb.2016.03.094
Krokos, E., Plaisant, C., & Varshney, A. (2019). Virtual memory palaces: immersion aids recall. Virtual Reality, (23), 1–15. https://doi.org/10.1007/s10055-018-0346-3
Kurilovas, E. (2016). Evaluation of quality and personalization of VR/AR/MR learning systems. Behaviour and Information Technology, 35(11), 998-1007. https://doi.org/10.1080/0144929X.2016.1212929
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21. https://doi.org/10.1007/s11528-012-0559-3
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., JEong, W., & Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers & Education, 97, 97-115. https://doi.org/10.1016/j.compedu.2016.03.006
Leonard, S. N., & Fitzgerald, R. N. (2018). Holographic learning: A Mixed Reality trial of Microsoft holoLens in an Australian Secondary School. Research in Learning Technology, 26, 1-12. https://doi.org/10.25304/rlt.v26.2160
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452. https://doi.org/10.3102/13189X13511661
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95(1), 174–187. https://doi.org/10.1016/j.compedu.2016.1.1
López-Rupérez, F. (2020). El currículo y la educación en el siglo XXI. La preparación del futuro y el enfoque por competencias. Narcea.
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: a review of the literature. Technology, Pedagogy and Education, 29(2), 231-249. https://doi.org/10.1080/1475939X.2020.1737210
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning & Instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Martín-Ramallal, P., & Merchán-Murillo, A. (2019). Realidad virtual. Metaversos como herramienta para la teleformación. En P. Casas-Moreno, G. Paramio-Pérez & V. B. Gómez Pablos (Eds.), Realidades educativas en la esfera digital: Sistemas, modelos y paradigmas de aprendizaje (pp.15-38). Egregius Ediciones.
McMillan, J., & Schumacher, S. (2008). Investigación educativa: una introducción conceptual. Pearson.
Meirieu, Ph. (2022). El futuro de la Pedagogía. Teoría de la Educación. Revista Interuniversitaria, 34(1), 69-81. https://doi.org/10.14201/teri.27128
Milgram, P., & Kishino, A. (1994). Taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, 12(12), 1321–1329.
Muñoz-Cristóbal, J. A., Gallego-Lema, V., Arribas-Cubero, H. F., Martínez-Monés, A., & Asensio-Pérez, J. I. (2017). Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces. Computers & Education, 109, 233-252. https://doi.org/10.1016/j.compedu.2017.03.004
NEPT (2017). Reimagining the role of technology in education. U.S. Department of Education. https://tech.ed.gov.
Ott, M., & Freina, L. (23 de abril de 2015). A literature review on immersive virtual reality in education: state of the art and perspectives [Presentación de paper]. Conference: eLearning and Software for Education, Bucarest, Rumanía. https://bit.ly/3DdqeFT
Park, S., Kim, S. P., & Whang, M. (2021). Individual’s social perception of virtual avatars embodied with their habitual facial expressions and facial appearance. Sensors, 21 (5986), 1-18. https://doi.org/10.3390/s21175986
Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2018). Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329-346. https://doi.org/10.1007/s10055-018-0347-2
Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2019). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25, 2481-2520. https://doi.org/10.1007/s10639-019-10076-4
Pelletier, K., Brown, M., Brooks, C., McCormack, M., Reeves, J., Arbino, N., Bozkurt, A., Crawfors, S., Czerniewicz, L., Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). EDUCAUSE Horizon Report. Teaching and Learning Edition. Educause.
Ponto, K., Kuester, F., Nideffer, R., & Penny, S. (2006). Virtual bounds: A teleoperated mixed reality. Virtual Reality, 10(1), 41–47. https://doi.org/10.1007/s10055-006-0030-x
Potkonjak V., Gardner M., Callaghan V., Mattila P., Guetl C., Petrovic? V. M., & Jovanovic? K. (2016). Virtual Laboratories for Education in Science, Technology, and Engineering. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002
Prendes, M. P., & Cerdán , F. (2021). Tecnologías avanzadas para afrontar el reto de la innovación educativa. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 35-53. https://doi.org/10.5944/ried.24.1.28415
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgennant, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 1-33. https://doi.org/10.1016/j.compedu.2019.103778
Ribeiro, R. (15 de noviembre de 2021). Metaverse and the educational potential: Is it so far away? Cambridge University Press. https://bit.ly/34PDBR0
Rodríguez, P. (2021). Metaverso: hay otros mundos, pero están en éste. Fundación Telefónica. https://bit.ly/3qEHvVe
Rogers, S. (2019). Virtual reality: The learning aid of the 21st century. Forbes
Schroeder, R. (1996). Possible Worlds: The Social Dynamic of Virtual Reality Technologies. Westview Press.
Siyaev, A., & Jo, G. S. (2021). Towards aircraft maintenance metaverse using speech interactions with virtual objects in Mixed Reality. Sensors, 21(6), 1-21. https://doi.org/10.3390/s21062066
Slater, M. (2003). A note on presence terminology. Presence Connect, 3(3), 1–5.
Smithson, A. (5 de enero de 2022). The Metaverse Manifesto. https://bit.ly/3tdHfyu
Sollervall, H. (2012). Collaborative mathematical inquiry with augmented reality. Research & Practice in Technology Enhanced Learning, 7(3), 153-173.
Stephenson, N. (1992). Snow Crash. Bantam Books.
Suh, A., & Prophet, J. (2018). The state of immersive technology research: A literature analysis. Computers in Human Behavior, 86, 77-90. https://doi.org/10.1016/j.chb.2018.04.019
Tamura, H., Yamamoto, H., & Katayama, A. (2001). Mixed reality: Future dreams seen at the border between real and virtual worlds. Computer Graphics and Applications, 21(6), 64–70. https://doi.org/10.1109/38.963462
Tang, Y. M., Au, K. M., Lau, H. C., Ho, G. T., & Wu, C. H. (2020). Evaluating the effectiveness of learning design with mixed reality (MR) in higher education. Virtual Reality, 24(4), 797-807. https://doi.org/10.1007/s10055-020-00427-9
Trowler, V. (2010). Student engagement literature review. Lancaster University, The Higher Education Academy.
Tscholl, M., & Lindgren, R. (2016). Designing for learning conversations: How parents support children’s science learning within an immersive simulation. Science Education, 100(5), 877–902. https://doi.org/10.1002/sce.21228
Wang, J. (2001). Handshakes in cyberspace: Bringing the cultural differences through effective intercultural communication and collaboration. National Convention of the Association for Educational Communications and Technology, 513-519.
Weng, C., Rathinasabapathi, A., Weng, A., & Zagita, C. (2018). Mixed Reality in science education as a learning support: A revitalized science book. Journal of Educational Computing Research, 57(3), 777-807. https://doi.org/10.1177/0735633118757017
Yuen, S. C., & Yuen, P. K. (2008). Mobile learning. In L. A. Tomei (Ed.), Encyclopedia of information technology curriculum integration. Idea Group.
Yusoff, R. C. M., Ibrahim, R., Zaman, H. B., & Ahmad, A. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8), 1369–1387. https://doi.org/10.14742/ajet.899
Zhan, T., Yin, K., Xiong, J., He, Z., & Wu, S.T. (2020). Augmented reality and virtual reality displays: perspectives and challenges. IScience, 23(8), 1-13. https://doi.org/10.1016/j.isci.2020.101397
Zheng, R.Z. (2020). Cognitive and affective perspectives on immersive technology in education. IGI Global.
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(1), 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
Allcoat, D., Hatchard, T., Azmat, F., Stansfield, K., Watson, D., & von Mühlenen, A. (2021). Education in the digital age: Learning experience in Virtual and Mixed Realities. Journal of Educational Computing Research, 59(5), 795-816. https://doi.org/10.1177/0735633120985120
Arango-López, J., Cerón, C. C., Collazos, C.A., Gutiérrez, F. L., & Moreira, F. (2019). Creando: Tool for creating pervasive games to increase the learning motivation in higher education students. Telematics and Informatics, (38), 62-73. https://doi.org/10.1016/j.tele.2018.08.005
Area, M. (2010). El proceso de integración y uso pedagógico de las TIC en los centros educativos. Un estudio de casos. Revista de Educación, (352), 77-97.
Area, M. (2020). Escuela Digital. Los materiales didácticos en la Red. Graó.
Area, M., & Adell, J. (2021). Tecnologías digitales y cambio educativo. Una aproximación crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005
Arici, F., Yildirim, P., Caliklar, S., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142(103647), 1-44. https://doi.org/10.1016/j.compedu.2019.103647
Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
Bailenson, J. N., & Yee, N. (2005). Digital chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments. Psychological Science, 16(10), 814–819. https://doi.org/10.1111/j.1467-9280.2005.01619.x
Ball, M. (14 de enero de 2020). The Metaverse: what it is, where to find it, and who will build it. https://bit.ly/34U1SW5
Bisquerra, R. (2009). Metodología de la investigación educativa. La Muralla.
Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as understanding: The importance of visual mathematics for our brain and learning. Journal of Applied & Computational Mathematics, 5(5), 1–6. https://doi.org/10.4172/2168-9679.1000325
Boulton, C. A., Kent, C., & Williams, H. (2018). Virtual learning environment engagement and learning outcomes at a “bricks-and-mortar” university. Computers & Education, (126), 129-142. https://doi.org/10.1016/j.compedu.2018.06.031
Brazuelo, F. (2015). Recursos móviles y realidad aumentada. En M. L. Cacheiro, C. Sánchez & J. M. González (Coords)., Recursos tecnológicos en contextos educativos (pp. 399-432). UNED.
Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies-Students´ behaviour. Computers in Human Behavior, 72, 612-620. https://doi.org/10.1016/j.chb.2016.05.027
Cabero, J. (2013). La formación virtual en el nuevo entramado 2.0: el e-learning 2.0. En J. I. Aguaded & J. Cabero (Coords.), Tecnologías y medios para la educación en la e-sociedad (pp. 23-52). Alianza.
Cabero, J., Barroso, J., & Llorente M. C. (2015). Tecnología educativa: historia, concepto y bases conceptuales. En J. Cabero & J. Barroso (Coords.), Nuevos retos en tecnología educativa (pp. 19-39). Síntesis.
Castells, M. (2005). La era de la información: economía, sociedad y cultura. Volumen 1. Siglo XXI editores.
Caudell, T. P., & Mizell, D. W. (1992). Augmented reality: an application of heads-up display technology to manual manufacturing processes. Proceedings of the Twenty-Fifth Hawaii International Conference on System Sciences, 2, 659–669. https://doi.org/10.1109/HICSS.1992.183317
Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computers & Education, 55(4), 1572-1578. https://doi.org/10.1016/j.compedu.2010.06.023
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitions-Centering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519-1527. https://doi.org/10.1016/j.ijinfomgt.2016.04.017
C?o?ltekin, A., Griffin, A. L., Slingsby, A., Robinson, A. C., Christophe, S., Rautenbach, V., Chen, M., Pettit, C., & Klippel, A. (2020a). Geospatial information visualization and extended reality displays. En Manual of Digital Earth (pp. 229–277). Springer.
Çoltekin, A., Lochhead, I., Madden, M., Christophe, S., Devaux, A., Pettit, C., Lock, O., Shukla, S., Herman, L., Stachon, Z., Kubi?cek, P., Snopkova, D., Bernardes, S., & Hedley, N. (2020b). Extended Reality in spatial sciences: A review of research challenges and future directions. ISPRS International Journal of Geo-Information, 9(7), 1-29. https://doi.org/10.3390/ijgi9070439
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007
Dall´Acqua, L., & Gironacci, I. M. (2019). Political decision-making and security intelligence: Recent techniques and technological developments. IGI Global.
Davis, A., Khazanchi, D., Murphy, J., Zigurs, I., & Owens, D. (2009). Avatars, people, and virtual worlds: Foundations for research in metaverses. Journal of the Association for Information Systems, 10(2), 90-116. https://doi.org/0.17705/1jais.00183
Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25(1), 381–401. https://doi.org/10.1007/s10639-019-09973-5
Dionisio, J. D., Burns, W. G., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. AMC Computing Surveys, 45(3), 1-38. https://doi.org/10.1145/2480741.2480751
Dörner, R., Göbel, S., Effelsberg, W., & Wiemeyer, J. (2016). Serious games. Foundations, concepts and practice. Springer.
Duncan, I., Miller, A., & Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949-964. https://doi.org/10.1111/j.1467-8535.2011.01263.x
Eschen, H., Kötter, T., Rodeck, R., Harnisch, M., & Schu?ppstuhl, T. (2018). Augmented and Virtual Reality for inspection and maintenance processes in the aviation industry. Procedia Manufacturing, 19, 156–163. https://doi.org/10.1016/j.promfg.2018.01.022
Fernández, J. A. (20 de noviembre de 2021). Cinco asignaturas que debe aprobar la universidad que viene. El País. https://bit.ly/3Kli1En
Fernández Cruz, F. J., Fernández Díaz, M. J., & Rodríguez Mantilla, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educxx1.17907
Fombona, J., & Vázquez-Cano, E. (2017). Posibilidades de utilización de la Geolocalización y realidad aumentada en el ámbito educativo. Educación XX1, 20(2), 319-342. https://doi.org/10.5944/educXX1.19046
Frank, J. A., & Kapila, V. (2017). Mixed-reality learning environments: Integrating mobile interfaces with laboratory test-beds. Computers & Education, 110(4), 88-104. https://doi.org/10.1016/j.compedu.2017.02.009
Gandolfi, E., Kosko, K. W., & Ferdig, R. E. (2020). Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video. British Journal of Educational Technology, 52(2), 824-841. https://doi.org/10.1111/bjet.13058
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27(1), 244-260. https://doi.org/10.1016/j.edurev.2019.04.001
Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(1), 447-459. https://doi.org/10.1007/s10055-019-00379-9
Garrido-Íñigo, P., & Rodríguez-Moreno, F. (2013). The reality of virtual worlds: pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 1-18. https://doi.org/10.1080/10494820.2013.788034
Gómez-García, M., & Palomo, R. (2016). Realidad aumentada y recursos móviles. En J. Sánchez, J. Ruiz, & M. Gómez García (Coords.), Tecnologías de la Comunicación y la Información aplicadas a la educación (pp. 131-149). Síntesis.
Gómez-García, M., Palomo, R., Guillén, F. D., & Pérez, R. (2020). Aprendizaje con móviles. realidad virtual, aumentada y mixta. En E. Sánchez, E. Colomo & J. Ruiz (Coords.), Tecnologías de la Información y la Comunicación en Contextos Educativos (pp. 141-152). Síntesis.
Gonzalo, M. (26 de octubre de 2021). Metaverso, ¿para cuándo? O cómo reconocerlo cuando llegue. https://bit.ly/3Gesijl
Han, H. C. (2015). Teaching visual learning through virtual world experiences: Why do we need a virtual world for art education? Art Education, 68(6), 22-27. https://doi.org/10.1080/00043125.2015.11519344
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
Jensen, L., & Konradsen, F. (2017). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86–104. https://doi.org/10.1037/a0034008
Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. https://doi.org/10.1016/j.chb.2016.03.094
Krokos, E., Plaisant, C., & Varshney, A. (2019). Virtual memory palaces: immersion aids recall. Virtual Reality, (23), 1–15. https://doi.org/10.1007/s10055-018-0346-3
Kurilovas, E. (2016). Evaluation of quality and personalization of VR/AR/MR learning systems. Behaviour and Information Technology, 35(11), 998-1007. https://doi.org/10.1080/0144929X.2016.1212929
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21. https://doi.org/10.1007/s11528-012-0559-3
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., JEong, W., & Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers & Education, 97, 97-115. https://doi.org/10.1016/j.compedu.2016.03.006
Leonard, S. N., & Fitzgerald, R. N. (2018). Holographic learning: A Mixed Reality trial of Microsoft holoLens in an Australian Secondary School. Research in Learning Technology, 26, 1-12. https://doi.org/10.25304/rlt.v26.2160
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452. https://doi.org/10.3102/13189X13511661
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95(1), 174–187. https://doi.org/10.1016/j.compedu.2016.1.1
López-Rupérez, F. (2020). El currículo y la educación en el siglo XXI. La preparación del futuro y el enfoque por competencias. Narcea.
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: a review of the literature. Technology, Pedagogy and Education, 29(2), 231-249. https://doi.org/10.1080/1475939X.2020.1737210
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning & Instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Martín-Ramallal, P., & Merchán-Murillo, A. (2019). Realidad virtual. Metaversos como herramienta para la teleformación. En P. Casas-Moreno, G. Paramio-Pérez & V. B. Gómez Pablos (Eds.), Realidades educativas en la esfera digital: Sistemas, modelos y paradigmas de aprendizaje (pp.15-38). Egregius Ediciones.
McMillan, J., & Schumacher, S. (2008). Investigación educativa: una introducción conceptual. Pearson.
Meirieu, Ph. (2022). El futuro de la Pedagogía. Teoría de la Educación. Revista Interuniversitaria, 34(1), 69-81. https://doi.org/10.14201/teri.27128
Milgram, P., & Kishino, A. (1994). Taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, 12(12), 1321–1329.
Muñoz-Cristóbal, J. A., Gallego-Lema, V., Arribas-Cubero, H. F., Martínez-Monés, A., & Asensio-Pérez, J. I. (2017). Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces. Computers & Education, 109, 233-252. https://doi.org/10.1016/j.compedu.2017.03.004
NEPT (2017). Reimagining the role of technology in education. U.S. Department of Education. https://tech.ed.gov.
Ott, M., & Freina, L. (23 de abril de 2015). A literature review on immersive virtual reality in education: state of the art and perspectives [Presentación de paper]. Conference: eLearning and Software for Education, Bucarest, Rumanía. https://bit.ly/3DdqeFT
Park, S., Kim, S. P., & Whang, M. (2021). Individual’s social perception of virtual avatars embodied with their habitual facial expressions and facial appearance. Sensors, 21 (5986), 1-18. https://doi.org/10.3390/s21175986
Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2018). Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329-346. https://doi.org/10.1007/s10055-018-0347-2
Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2019). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25, 2481-2520. https://doi.org/10.1007/s10639-019-10076-4
Pelletier, K., Brown, M., Brooks, C., McCormack, M., Reeves, J., Arbino, N., Bozkurt, A., Crawfors, S., Czerniewicz, L., Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). EDUCAUSE Horizon Report. Teaching and Learning Edition. Educause.
Ponto, K., Kuester, F., Nideffer, R., & Penny, S. (2006). Virtual bounds: A teleoperated mixed reality. Virtual Reality, 10(1), 41–47. https://doi.org/10.1007/s10055-006-0030-x
Potkonjak V., Gardner M., Callaghan V., Mattila P., Guetl C., Petrovic? V. M., & Jovanovic? K. (2016). Virtual Laboratories for Education in Science, Technology, and Engineering. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002
Prendes, M. P., & Cerdán , F. (2021). Tecnologías avanzadas para afrontar el reto de la innovación educativa. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 35-53. https://doi.org/10.5944/ried.24.1.28415
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgennant, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 1-33. https://doi.org/10.1016/j.compedu.2019.103778
Ribeiro, R. (15 de noviembre de 2021). Metaverse and the educational potential: Is it so far away? Cambridge University Press. https://bit.ly/34PDBR0
Rodríguez, P. (2021). Metaverso: hay otros mundos, pero están en éste. Fundación Telefónica. https://bit.ly/3qEHvVe
Rogers, S. (2019). Virtual reality: The learning aid of the 21st century. Forbes
Schroeder, R. (1996). Possible Worlds: The Social Dynamic of Virtual Reality Technologies. Westview Press.
Siyaev, A., & Jo, G. S. (2021). Towards aircraft maintenance metaverse using speech interactions with virtual objects in Mixed Reality. Sensors, 21(6), 1-21. https://doi.org/10.3390/s21062066
Slater, M. (2003). A note on presence terminology. Presence Connect, 3(3), 1–5.
Smithson, A. (5 de enero de 2022). The Metaverse Manifesto. https://bit.ly/3tdHfyu
Sollervall, H. (2012). Collaborative mathematical inquiry with augmented reality. Research & Practice in Technology Enhanced Learning, 7(3), 153-173.
Stephenson, N. (1992). Snow Crash. Bantam Books.
Suh, A., & Prophet, J. (2018). The state of immersive technology research: A literature analysis. Computers in Human Behavior, 86, 77-90. https://doi.org/10.1016/j.chb.2018.04.019
Tamura, H., Yamamoto, H., & Katayama, A. (2001). Mixed reality: Future dreams seen at the border between real and virtual worlds. Computer Graphics and Applications, 21(6), 64–70. https://doi.org/10.1109/38.963462
Tang, Y. M., Au, K. M., Lau, H. C., Ho, G. T., & Wu, C. H. (2020). Evaluating the effectiveness of learning design with mixed reality (MR) in higher education. Virtual Reality, 24(4), 797-807. https://doi.org/10.1007/s10055-020-00427-9
Trowler, V. (2010). Student engagement literature review. Lancaster University, The Higher Education Academy.
Tscholl, M., & Lindgren, R. (2016). Designing for learning conversations: How parents support children’s science learning within an immersive simulation. Science Education, 100(5), 877–902. https://doi.org/10.1002/sce.21228
Wang, J. (2001). Handshakes in cyberspace: Bringing the cultural differences through effective intercultural communication and collaboration. National Convention of the Association for Educational Communications and Technology, 513-519.
Weng, C., Rathinasabapathi, A., Weng, A., & Zagita, C. (2018). Mixed Reality in science education as a learning support: A revitalized science book. Journal of Educational Computing Research, 57(3), 777-807. https://doi.org/10.1177/0735633118757017
Yuen, S. C., & Yuen, P. K. (2008). Mobile learning. In L. A. Tomei (Ed.), Encyclopedia of information technology curriculum integration. Idea Group.
Yusoff, R. C. M., Ibrahim, R., Zaman, H. B., & Ahmad, A. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8), 1369–1387. https://doi.org/10.14742/ajet.899
Zhan, T., Yin, K., Xiong, J., He, Z., & Wu, S.T. (2020). Augmented reality and virtual reality displays: perspectives and challenges. IScience, 23(8), 1-13. https://doi.org/10.1016/j.isci.2020.101397
Zheng, R.Z. (2020). Cognitive and affective perspectives on immersive technology in education. IGI Global.
Ortega Rodríguez, P. J. (2022). De la Realidad Extendida al Metaverso: una reflexión crítica sobre las aportaciones a la educación. Teoría De La Educación. Revista Interuniversitaria, 34(2), 189–208. https://doi.org/10.14201/teri.27864
Descargas
Los datos de descargas todavía no están disponibles.
+
−