El uso de herramientas de desarrollo de RV/RA en la educación: lecciones aprendidas y retos futuros
Resumen El presente trabajo aborda el uso e implementación de herramientas de desarrollo para usuarios finales en la enseñanza, con un énfasis especial en aquellas enfocadas a la creación de recursos de realidad virtual y aumentada (RV/RA). Con el fin de identificar tendencias, necesidades y actitudes del profesorado hacia estas tecnologías, junto con los aspectos más relevantes para desarrolladores de software de este tipo de artefactos, se llevó a cabo una encuesta entre 210 profesores de diversas áreas y niveles educativos. Además de evaluar la disposición del profesorado actual para integrar tecnologías de RV y RA en su práctica docente, el estudio buscaba recopilar información que pudiera orientar a futuros desarrolladores en la creación de herramientas de desarrollo útiles, eficaces y de fáciles de usar. Los resultados derivados del análisis de las respuestas recopiladas, combinados con la revisión de la literatura pertinente y la experiencia acumulada por los autores del estudio en calidad de desarrolladores de software y educadores, ponen de manifiesto un escaso uso de estas tecnologías entre el cuerpo docente actual. Esto subraya la necesidad de una mayor capacitación en el empleo de tecnologías de RV y RA, así como en el manejo de herramientas de desarrollo para usuario final asociadas. Además, evidencia la importancia de una mayor colaboración entre desarrolladores, docentes y estudiantes.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
Alex, G., & Alaa, H. (2024). Design and Development of an Authoring Tool for XR-Based Engineering Training. In 2024 IEEE International Conference on Engineering, Technology, and Innovation (ICE/ITMC) (Funchal, Portugal, 24-28 June 2024). https://doi.org/10.1109/ICE/ITMC61926.2024.10794395
Berns, A., & Reyes-Sánchez, S. (2021). Una revisión de apps de realidad virtual para el aprendizaje de idiomas. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 159–177. https://doi.org/10.5944/ried.24.1.27486.
Carvalho, M., Azevedo, H., Vale, C., & Fonseca, H. (2019). Diversity, inclusion, and education: Challenges in perspective. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN19 Proceedings (pp. 8157–8162). IATED. https://doi.org/10.21125/edulearn.2019.2003
Chamusca, I. L., Ferreira, C. V., Murari, T. B., Apolinario, A. L., & Winkler, I. (2023). Towards sustainable virtual reality: Gathering design guidelines for intuitive authoring tools. Sustainability, 15(4), 2924. https://doi.org/10.3390/su15042924
Christou, E., Parmaxi, A., & Christoforou, M. (2025). Implementation and application of extended reality in foreign language education for specific purposes: A systematic literature review. Universal Access in the Information Society. https://doi.org/10.1007/s10209-025-01191-w
Coelho, H., Monteiro, P., Gonçalves, G., Melo, M., & Bessa, M. (2024). Immersive creation of virtual reality training experiences. IEEE Access, 12, 85773–85782. https://doi.org/10.1109/ACCESS.2024.3413337
Cuervo-Rosillo, R., Zarraonandia, T., & Díaz, P. (2024). Using generative AI to support non-experts in the creation of immersive experiences. In C. Conati, I. Torre, & G. Volpe (Eds.), AVI '24: Proceedings of the 2024 International Conference on Advanced Visual Interfaces (Article 82). ACM. https://doi.org/10.1145/3656650.3656733
Daza, R., Shengkai, L., Morales, A., Fierrez, J., & Nagao, K. (2025). SMARTe-VR: Student Monitoring and Adaptive Response Technology for e-learning in Virtual Reality. arXiv preprint, arXiv:2501.10977. https://arxiv.org/abs/2501.10977
Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. (2022). A review on augmented reality authoring toolkits for education. Frontiers in Virtual Reality, 3, 798032. https://doi.org/10.3389/frvir.2022.798032
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. Spector, M. Merrill, J. Elen, & M. Bishop, Handbook of research on educational communications and technology (pp.735-745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
Fabiano, G. A., Lupas, K., Merrill, B. M., Schatz, N. K., Piscitello, J., Robertson, E. L., & Pelham, W. E., Jr. (2024). Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings. Journal of School Psychology, 104, 101309. https://doi.org/10.1016/j.jsp.2024.101309
Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local researchers, global citizens. Language Learning & Technology, 19(1), 10–22.
González-Izard, S., Juanes-Méndez, J. A., García-Peñalvo, F. J., Gonçalvez-Estella, J. M., Sánchez-Ledesma, M. J., & Ruisoto-Palomera, P. (2018). Virtual Reality as an Educational and Training Tool for Medicine. Journal of Medical Systems, 42, 50. https://doi.org/10.1007/s10916-018-0900-2
Gruber, A., Berns, A., & Fominykh, M. (2024). Enhancing language teaching with augmented reality: Insights from the ARIDLL project. In Y. Choubsaz, P. Díez-Arcón, A. Gimeno-Sanz, J. Hriňák, X. Liashuk, S. Pokrivčáková, & H. Vančová (Eds.), CALL for Humanity - EUROCALL 2024 Short Papers (pp. 155-162). https://doi.org/10.4995/EuroCALL2024.2024.19056
Gutiérrez-Castillo, J. J. (2021). Presentation: Digital innovation in education [Innovación digital en educación]. EDMETIC, 10(1), I–III. https://doi.org/10.21071/edmetic.v10i1.1317912].
Hubbard, P. (2023). Emerging technologies and language learning: Mining the past to transform the future. Journal of China Computer-Assisted Language Learning, 3(2), 239–257. https://doi.org/10.1515/jccall-2023-0003
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
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198
Kaplan-Rakowski, R., Papin, K., & Hartwick, P. (2023). Language teachers’ perceptions and use of extended reality. CALICO Journal, 40(1), 1–23. https://doi.org/10.2139/ssrn.4096263
Kim, J., Miller, J., Wang, K., Dorneich, M. C., Winer, E., & Brown, L. J. (2024). Empowering instructors: Augmented reality authoring toolkit for aviation weather education. IEEE Transactions on Learning Technologies, 17, 2195–2206. https://doi.org/10.1109/TLT.2024.3486630
Liu, E., Cai, S., Liu, Z., & Liu, C. (2022). WebART: Web-based augmented reality learning resources authoring tool and its user experience study among teachers. IEEE Transactions on Learning Technologies, 16(1), 53–65. https://doi.org/10.1109/TLT.2022.3214854
Luo, S., Zou, D., & Kohnke, L. (2024). A systematic review of research on xReality (XR) in the English classroom: Trends, research areas, benefits, and challenges. Computers & Education: X Reality, 4, 100049. https://doi.org/10.1016/j.cexr.2023.100049
Lytridis, C., Tsinakos, A., & Kazanidis, I. (2018). ARTutor— An augmented reality platform for interactive distance learning. Education Sciences, 8(1), 6. https://doi.org/10.3390/educsci8010006
Mota, J. M., Ruiz-Rube, I., Dodero, J. M., & Arnedillo-Sánchez, I. (2018). Augmented reality mobile app development for all. Computers & Electrical Engineering, 65, 250–260. https://doi.org/10.1016/j.compeleceng.2017.08.025
Nistor, A., Gras-Velazquez, A., Billon, N., & Mihai, G. (2018). Science, technology, engineering and mathematics education practices in Europe. Scientix Observatory Report. European Schoolnet. https://d66z.short.gy/oyn5AW
Padilla Piernas, J. M., Parra Meroño, M. C., & Flores Asenjo, M. P. (2024). Virtual escape rooms: A gamification tool to enhance motivation in distance education [Escape Rooms virtuales: una herramienta de gamificación para potenciar la motivación en la educación a distancia]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 61–85. https://doi.org/10.5944/ried.27.1.37685
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Parmaxi, A., Berns, A., Adinolfi, L., Gruber, A., Fominykh, M., Voreopoulou, A., Wild, F., Vassiliou, P., Christou, E., Valero‐Franco, C., Aagaard, T., & Hadjistassou, S. (2024). Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. 11th International Conference, LCT 2024, Held as Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29–July 4, 2024, Proceedings, Part III (pp. 138-154). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61691-4_10
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486
Pegrum, M. (2021). Augmented reality learning: Education in real-world contexts. In T. Beaven & F. Rosell Aguilar (Eds.), Innovative language pedagogy report (pp. 115–120). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.50.1245
Perifanou, M., Economides, A. A., & Nikou, S. A. (2023). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020
Özçelik, N. P., Eksi, G., & Baturay, M. H. (2022). Augmented reality (AR) in language learning: A principled review of 2017–2021. Participatory Educational Research, 9(4), 131–152. https://doi.org/10.17275/per.22.83.9.4
Quan, C. G. (2017). The pros and cons of requiring SCRATCH in the applied linguistics classroom: Student and student-teachers’ reactions and recommendations, instructor’s observations for EISTA 2017. Proceedings of the 11th International Multi-Conference on Society, Cybernetics and Informatics (pp. 87–92). Curran Associates.
Rajaram, S., & Nebeling, M. (2022). Paper trail: An immersive authoring system for augmented reality instructional experiences. In S. Barbosa, C. Lampe, & C. Appert (Eds.), Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1–16). ACM. https://doi.org/10.1145/3491102.3517486
Romano, M., Díaz, P., & Aedo, I. (2020). Empowering teachers to create augmented reality experiences: The effects on the educational experience. Interactive Learning Environments, 31(3), 1546–1563. https://doi.org/10.1080/10494820.2020.1851727
Romano, M., Frolli, A., Aloisio, A., Russello, C., Rega, A., Cerciello, F., & Bisogni, F. (2023). Exploring the potential of immersive virtual reality in Italian schools: A practical workshop with high school teachers. Multimodal Technologies and Interaction 7, 111. https://doi.org/10.3390/mti7120111
Valero-Franco, C., & Berns, A. (2023). A virtual reality app created with CoSpaces: Student perceptions and attitudes. In M. Bowdon, K. Yee, & W. Dorner, Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation (pp.164-179). Routledge. https://doi.org/10.4324/9781003329718
Yigitbas, E., Klauke, J., Gottschalk, S., & Engels, G. (2023). End-user development for interactive web-based virtual reality scenes. Journal of Computer Languages, 74, 101187. https://doi.org/10.1016/j.cola.2022.101187
Alex, G., & Alaa, H. (2024). Design and Development of an Authoring Tool for XR-Based Engineering Training. In 2024 IEEE International Conference on Engineering, Technology, and Innovation (ICE/ITMC) (Funchal, Portugal, 24-28 June 2024). https://doi.org/10.1109/ICE/ITMC61926.2024.10794395
Berns, A., & Reyes-Sánchez, S. (2021). Una revisión de apps de realidad virtual para el aprendizaje de idiomas. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 159–177. https://doi.org/10.5944/ried.24.1.27486.
Carvalho, M., Azevedo, H., Vale, C., & Fonseca, H. (2019). Diversity, inclusion, and education: Challenges in perspective. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN19 Proceedings (pp. 8157–8162). IATED. https://doi.org/10.21125/edulearn.2019.2003
Chamusca, I. L., Ferreira, C. V., Murari, T. B., Apolinario, A. L., & Winkler, I. (2023). Towards sustainable virtual reality: Gathering design guidelines for intuitive authoring tools. Sustainability, 15(4), 2924. https://doi.org/10.3390/su15042924
Christou, E., Parmaxi, A., & Christoforou, M. (2025). Implementation and application of extended reality in foreign language education for specific purposes: A systematic literature review. Universal Access in the Information Society. https://doi.org/10.1007/s10209-025-01191-w
Coelho, H., Monteiro, P., Gonçalves, G., Melo, M., & Bessa, M. (2024). Immersive creation of virtual reality training experiences. IEEE Access, 12, 85773–85782. https://doi.org/10.1109/ACCESS.2024.3413337
Cuervo-Rosillo, R., Zarraonandia, T., & Díaz, P. (2024). Using generative AI to support non-experts in the creation of immersive experiences. In C. Conati, I. Torre, & G. Volpe (Eds.), AVI '24: Proceedings of the 2024 International Conference on Advanced Visual Interfaces (Article 82). ACM. https://doi.org/10.1145/3656650.3656733
Daza, R., Shengkai, L., Morales, A., Fierrez, J., & Nagao, K. (2025). SMARTe-VR: Student Monitoring and Adaptive Response Technology for e-learning in Virtual Reality. arXiv preprint, arXiv:2501.10977. https://arxiv.org/abs/2501.10977
Dengel, A., Iqbal, M. Z., Grafe, S., & Mangina, E. (2022). A review on augmented reality authoring toolkits for education. Frontiers in Virtual Reality, 3, 798032. https://doi.org/10.3389/frvir.2022.798032
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. Spector, M. Merrill, J. Elen, & M. Bishop, Handbook of research on educational communications and technology (pp.735-745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
Fabiano, G. A., Lupas, K., Merrill, B. M., Schatz, N. K., Piscitello, J., Robertson, E. L., & Pelham, W. E., Jr. (2024). Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings. Journal of School Psychology, 104, 101309. https://doi.org/10.1016/j.jsp.2024.101309
Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local researchers, global citizens. Language Learning & Technology, 19(1), 10–22.
González-Izard, S., Juanes-Méndez, J. A., García-Peñalvo, F. J., Gonçalvez-Estella, J. M., Sánchez-Ledesma, M. J., & Ruisoto-Palomera, P. (2018). Virtual Reality as an Educational and Training Tool for Medicine. Journal of Medical Systems, 42, 50. https://doi.org/10.1007/s10916-018-0900-2
Gruber, A., Berns, A., & Fominykh, M. (2024). Enhancing language teaching with augmented reality: Insights from the ARIDLL project. In Y. Choubsaz, P. Díez-Arcón, A. Gimeno-Sanz, J. Hriňák, X. Liashuk, S. Pokrivčáková, & H. Vančová (Eds.), CALL for Humanity - EUROCALL 2024 Short Papers (pp. 155-162). https://doi.org/10.4995/EuroCALL2024.2024.19056
Gutiérrez-Castillo, J. J. (2021). Presentation: Digital innovation in education [Innovación digital en educación]. EDMETIC, 10(1), I–III. https://doi.org/10.21071/edmetic.v10i1.1317912].
Hubbard, P. (2023). Emerging technologies and language learning: Mining the past to transform the future. Journal of China Computer-Assisted Language Learning, 3(2), 239–257. https://doi.org/10.1515/jccall-2023-0003
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
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198
Kaplan-Rakowski, R., Papin, K., & Hartwick, P. (2023). Language teachers’ perceptions and use of extended reality. CALICO Journal, 40(1), 1–23. https://doi.org/10.2139/ssrn.4096263
Kim, J., Miller, J., Wang, K., Dorneich, M. C., Winer, E., & Brown, L. J. (2024). Empowering instructors: Augmented reality authoring toolkit for aviation weather education. IEEE Transactions on Learning Technologies, 17, 2195–2206. https://doi.org/10.1109/TLT.2024.3486630
Liu, E., Cai, S., Liu, Z., & Liu, C. (2022). WebART: Web-based augmented reality learning resources authoring tool and its user experience study among teachers. IEEE Transactions on Learning Technologies, 16(1), 53–65. https://doi.org/10.1109/TLT.2022.3214854
Luo, S., Zou, D., & Kohnke, L. (2024). A systematic review of research on xReality (XR) in the English classroom: Trends, research areas, benefits, and challenges. Computers & Education: X Reality, 4, 100049. https://doi.org/10.1016/j.cexr.2023.100049
Lytridis, C., Tsinakos, A., & Kazanidis, I. (2018). ARTutor— An augmented reality platform for interactive distance learning. Education Sciences, 8(1), 6. https://doi.org/10.3390/educsci8010006
Mota, J. M., Ruiz-Rube, I., Dodero, J. M., & Arnedillo-Sánchez, I. (2018). Augmented reality mobile app development for all. Computers & Electrical Engineering, 65, 250–260. https://doi.org/10.1016/j.compeleceng.2017.08.025
Nistor, A., Gras-Velazquez, A., Billon, N., & Mihai, G. (2018). Science, technology, engineering and mathematics education practices in Europe. Scientix Observatory Report. European Schoolnet. https://d66z.short.gy/oyn5AW
Padilla Piernas, J. M., Parra Meroño, M. C., & Flores Asenjo, M. P. (2024). Virtual escape rooms: A gamification tool to enhance motivation in distance education [Escape Rooms virtuales: una herramienta de gamificación para potenciar la motivación en la educación a distancia]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 61–85. https://doi.org/10.5944/ried.27.1.37685
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Parmaxi, A., Berns, A., Adinolfi, L., Gruber, A., Fominykh, M., Voreopoulou, A., Wild, F., Vassiliou, P., Christou, E., Valero‐Franco, C., Aagaard, T., & Hadjistassou, S. (2024). Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. 11th International Conference, LCT 2024, Held as Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29–July 4, 2024, Proceedings, Part III (pp. 138-154). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61691-4_10
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861–875. https://doi.org/10.1111/jcal.12486
Pegrum, M. (2021). Augmented reality learning: Education in real-world contexts. In T. Beaven & F. Rosell Aguilar (Eds.), Innovative language pedagogy report (pp. 115–120). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.50.1245
Perifanou, M., Economides, A. A., & Nikou, S. A. (2023). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020
Özçelik, N. P., Eksi, G., & Baturay, M. H. (2022). Augmented reality (AR) in language learning: A principled review of 2017–2021. Participatory Educational Research, 9(4), 131–152. https://doi.org/10.17275/per.22.83.9.4
Quan, C. G. (2017). The pros and cons of requiring SCRATCH in the applied linguistics classroom: Student and student-teachers’ reactions and recommendations, instructor’s observations for EISTA 2017. Proceedings of the 11th International Multi-Conference on Society, Cybernetics and Informatics (pp. 87–92). Curran Associates.
Rajaram, S., & Nebeling, M. (2022). Paper trail: An immersive authoring system for augmented reality instructional experiences. In S. Barbosa, C. Lampe, & C. Appert (Eds.), Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1–16). ACM. https://doi.org/10.1145/3491102.3517486
Romano, M., Díaz, P., & Aedo, I. (2020). Empowering teachers to create augmented reality experiences: The effects on the educational experience. Interactive Learning Environments, 31(3), 1546–1563. https://doi.org/10.1080/10494820.2020.1851727
Romano, M., Frolli, A., Aloisio, A., Russello, C., Rega, A., Cerciello, F., & Bisogni, F. (2023). Exploring the potential of immersive virtual reality in Italian schools: A practical workshop with high school teachers. Multimodal Technologies and Interaction 7, 111. https://doi.org/10.3390/mti7120111
Valero-Franco, C., & Berns, A. (2023). A virtual reality app created with CoSpaces: Student perceptions and attitudes. In M. Bowdon, K. Yee, & W. Dorner, Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation (pp.164-179). Routledge. https://doi.org/10.4324/9781003329718
Yigitbas, E., Klauke, J., Gottschalk, S., & Engels, G. (2023). End-user development for interactive web-based virtual reality scenes. Journal of Computer Languages, 74, 101187. https://doi.org/10.1016/j.cola.2022.101187
Berns, A., Zarraonandia, T., Onorati, T., Díaz, P., & Dodero, J.-M. (2025). El uso de herramientas de desarrollo de RV/RA en la educación: lecciones aprendidas y retos futuros. Education in the Knowledge Society (EKS), 26, e31855. https://doi.org/10.14201/eks.31855
Artículos más leídos del mismo autor/a
- Sonia Peinado, José Miguel Mota, Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Stefano Martellos, Rosa Doran, Aušra Lingyte, Christine J. Arnold, Kerstin Bissinger, Orlin Kouzov, Eleni Chelioti, Stephanos Cherouvis, Petros Stergiopoulos, Experiencias de innovación tecnológica en las escuelas europeas del proyecto Open Discovery Space , Education in the Knowledge Society (EKS): Vol. 16 Núm. 3 (2015)
Descargas
Los datos de descargas todavía no están disponibles.
Datos de publicación
Metric
Este artículo
Otros artículos
Revisores/as por pares
3
2,4
Perfil evaluadores/as N/D
Declaraciones de autoría
Declaraciones de autoría
Este artículo
Otros artículos
Disponibilidad de datos
N/D
16%
Financiación externa
N/D
32%
Conflictos de intereses
N/D
11%
Metric
Esta revista
Otras revistas
Artículos aceptados
22%
33%
Días para la publicación
496
145
Indexado en
-
—
- Editor y equipo editorial
- Perfiles
- Sociedad académica
- N/D
- Editorial
- Ediciones Universidad de Salamanca
Para obtener más información sobre un dato, haga clic 
PF es mantenido por el Public Knowledge Project
+
−