Impacto de la realidad aumentada en la motivación para el aprendizaje en Educación Primaria y Secundaria: revisión sistemática y metaanalítica
Resumen La incorporación de las tecnologías de la información y la comunicación (TIC) en la educación ha facilitado la llegada de recursos didácticos innovadores, como la realidad aumentada, que destaca por su habilidad para integrar elementos virtuales y reales. El objetivo del presente estudio consistió en explorar y sintetizar el efecto que posee la utilización de la realidad aumentada sobre la motivación para el aprendizaje en el alumnado en las etapas educativas de Educación Primaria y Secundaria. Para la realización de esta revisión sistemática y metaanalítica se siguieron las directrices PRISMA, tomando como fuente de datos las bases de datos Scopus y Web of Science. Un total de once documentos fueron analizados en torno a la medición de la variable motivación. Los resultados indicaron un efecto favorable sobre el conjunto de intervenciones en los cuatro componentes de la motivación para el aprendizaje (Z = 10.15; p < 0.00001; I² = 0). Estos resultados indican que la experimentación en el aula con el uso de herramientas de realidad aumentada motiva al alumnado de ambas etapas educativas hacia nuevos conocimientos. En conclusión, el uso de la realidad aumentada influye positivamente sobre la motivación para el aprendizaje en los estudiantes de Educación Primaria y Secundaria, por lo que se recomienda su implementación.
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Hsieh, M. C. (2021). Development and application of an augmented reality oyster learning system for primary marine education. Electronics, 10, 2818. https://doi.org/10.3390/electronics10222818
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
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Lai, A. F., Chih-Hung, C., & Gon-Yi, L. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–47. https://doi.org/10.1111/bjet.12716
Lampropoulos, G., & Kinshuk (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development, 72, 1691-1785. https://doi.org/10.1007/s11423-024-10351-3
Lin, H. C. K., Lin, Y. H., Wang, T. H., Su, L. K., & Huang, Y. M. (2021). Effects of incorporating augmented reality into a board game for high school students’ learning motivation and acceptance in health education. Sustainability, 13(6), 3333. https://doi.org/10.3390/su13063333
Liu, Q., Ma, J., Yu, S., & Xu, S. (2023). Effects of an augmented reality-based chemistry experiential application on student knowledge gains, learning motivation, and technology perception. Journal of Science Education and Technology, 32, 153-167. https://doi.org/10.1007/s10956-022-10014-z
López-García, A., Miralles-Martínez, P., & Maquilón, J. (2019). Design, application and effectiveness of an innovative augmented reality teaching proposal through 3P model. Applied Sciences, 9(24), 5426. https://doi.org/10.3390/app9245426
Lytvynova, S. H., & Soroko, N. V. (2023). International in an educational environment with virtual and augmented reality. Information Technologies and Learning Tools, 98(6), 13–30. https://doi.org/10.33407/itlt.v98i6.5433
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Moreno-Guerrero, A. J., Alonso, S., Ramos, M., Campos-Soto, M. N., & Gómez, G. (2020). Augmented reality as a resource for improving learning in the physical education classroom. International Journal of Environmental Research and Public Health, 17, 3637. https://doi.org/10.3390/ijerph17103637
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