Revisión sistemática sobre aprendizaje colaborativo mediante realidad virtual, realidad aumentada y realidad mixta
Resumen La integración de la realidad aumentada (RA), la realidad virtual (RV) y la realidad mixta (RM) en la educación es muy prometedora para el avance de modelos de enseñanza y aprendizaje que satisfagan las necesidades de los estudiantes del siglo XXI. El aprendizaje basado en RA y RV ofrecen eficacia y total inmersión, mientras la RM fusiona el mundo real con el virtual para tener experiencias superpuestas. Sin embargo, son escasos los estudios que examinen los factores pedagógicos y los beneficios potenciales del aprendizaje colaborativo en estos entornos. Este trabajo tiene como objetivo realizar una revisión sistemática de la literatura para explorar el impacto de las experiencias colaborativas facilitadas por AR, VR y MR. Para la selección de estudios se ha elaborado la revisión sistemática rápida siguiendo los protocolos de la declaración PRISMA 2020. En esta revisión, se analizaron 62 estudios centrados en el aprendizaje colaborativo a través de AR, VR o MR, comprendiendo 7 revisiones teóricas, 21 estudios experimentales y 34 estudios observacionales. Se han seguido los criterios expuestos en la Guía para la Evaluación de Criterios de Calidad del Instituto Nacional del Corazón, los Pulmones y la Sangre (NHLBI, 2020). Las limitaciones técnicas y la falta de diseño instruccional obstaculizan la usabilidad de la realidad virtual y la realidad aumentada en la educación. Se sugieren sesiones del mundo real y una interacción adecuada para monitorear y manipular contenido virtual. La integración de tecnologías de RM en la educación superior puede mejorar la práctica educativa, pero persisten desafíos. Se necesitan más investigaciones para evaluar su eficacia en el aprendizaje colaborativo. Al comprender los desafíos y oportunidades que presentan estas tecnologías en la enseñanza de materias científicas, los formuladores de políticas y los educadores pueden desarrollar estrategias efectivas para aprovechar las tendencias actuales y fomentar un cambio educativo significativo.
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Chung, C. Y., Awad, N., & Hsiao, I. H. (2021). Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5), 17-31. https://doi.org/10.14742/ajet.7059
de Back, T. T., Tinga, A. M., Nguyen, P., & Louwerse, M. M. (2020). Benefits of immersive collaborative learning in CAVE-based virtual reality. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00228-9
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Doumanis, I., Economou, D., Sim, G. R., & Porter, S. (2019). The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, 130, 121-138. https://doi.org/10.1016/j.compedu.2018.09.017
Du, J., & DeWitt, D. (2023). Technology acceptance of a wearable collaborative augmented reality system in learning chemistry among junior high school students. Journal of Pedagogical Research, 8(1), 106-119. https://doi.org/10.33902/jpr.202425282
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International journal of emerging technologies in learning, 14(3). https://doi.org/10.3991/ijet.v14i03.9289
Essmiller, K., Asino, T. I., Ibukun, A., Alvarado-Albertorio, F., Chaivisit, S., Do, T., & Kim, Y. (2020). Exploring mixed reality based on self-efficacy and motivation of users. Research in Learning Technology, 28, 1-14. https://doi.org/10.25304/rlt.v28.2331
Frank, J. A., & Kapila, V. (2017). Mixed-reality learning environments: Integrating mobile interfaces with laboratory test-beds. Computers & Education, 110, 88-104. https://doi.org/10.1016/j.compedu.2017.02.009
Fu, M., & Liu, R. (2018). The application of virtual reality and augmented reality in dealing with project schedule risks. In Proceedings of the Construction Research Congress (pp. 429-438). https://doi.org/10.1061/9780784481264.042
Ghobadi, M., Shirowzhan, S., Ghiai, M. M., Mohammad Ebrahimzadeh, F., & Tahmasebinia, F. (2022). Augmented reality applications in education and examining key factors affecting the users’ behaviors. Education Sciences, 13(1), 10. https://doi.org/10.3390/educsci13010010
Hamzah, F., Abdullah, A. H., & Ma, W. (2024). Advancing Education through Technology Integration, Innovative Pedagogies and Emerging Trends: A Systematic Literature Review. Journal of Advanced Research in Applied Sciences and Engineering Technology, 41(1), 44-63. https://doi.org/10.37934/araset.41.1.4463
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Jovanović, A., & Milosavljević, A. (2022). VoRtex Metaverse platform for gamified collaborative learning. Electronics, 11(3), 317. https://doi.org/10.3390/electronics11030317
Ke, F., & Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41. https://doi.org/10.1016/j.iheduc.2015.04.003
Kucukyilmaz, A., & Issak, I. (2019). Online identification of interaction behaviors from haptic data during collaborative object transfer. IEEE Robotics and Automation Letters, 5(1), 96-102. https://doi.org/10.1109/lra.2019.2945261
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