Perspectiva tecno-pedagógica de la realidad aumentada en la educación

Autores/as

DOI:

https://doi.org/10.33064/iycuaa2023904252

Palabras clave:

realidad aumentada, educación, estrategias de aprendizaje, enseñanza de las ciencias, realidad aumentada móvil, simulaciones aumentadas

Resumen

Desde su concepción la realidad aumentada ha irrumpido como una herramienta muy versátil en diversas áreas del conocimiento, permitiendo combinar al mismo tiempo información real y virtual. En la educación, las investigaciones sobre su uso han abordado tanto la parte tecnológica, como la forma en que se conjuga con los métodos de enseñanza-aprendizaje, en la búsqueda de mejorar el rendimiento académico de los estudiantes. Así, a partir de una revisión de ambas consideraciones, en este artículo se explora la afinidad de esos enfoques en el desarrollo y uso de aplicaciones útiles en el entorno escolar, por una parte, se presentan las tecnologías habitualmente utilizadas para su implementación, y por otra se destacan los beneficios, desafíos, atributos, propósitos y principales usos dentro del proceso de enseñanza-aprendizaje, haciendo énfasis en la categoría denominada realidad aumentada móvil, por su gran potencial, particularmente en la enseñanza de las ciencias a través de simulaciones aumentadas.

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Biografía del autor/a

Francisco Aguilar-Acevedo, Universidad Anáhuac Puebla

Maestro en Ciencias en Ingeniería Mecatrónica por el Centro Nacional de Investigación y Desarrollo Tecnológico, y Doctorando en Ciencias en Física Educativa por el Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del IPN. Sus áreas de interés incluyen la física educativa, la realidad virtual y aumentada, y la robótica.

Jesús Alberto Flores-Cruz, Instituto Politécnico Nacional

Maestro y Doctor en Ingeniería de Sistemas por la Sección de Estudios de Posgrado e Investigación de la ESIME-Zacatengo del IPN. Su área de interés son las tecnologías de la información y la comunicación en la enseñanza de la física.

Daniel Pacheco-Bautista, Universidad del Istmo

Maestro en Ciencias con Electrónica por el Instituto Nacional de Astrofísica, Óptica y Electrónica, y Doctor en Ingeniería Biomédica por la Universidad Popular Autónoma del Estado de Puebla. Sus áreas de interés son la arquitectura de computadoras, el cómputo reconfigurable, y la ingeniería biomédica.

Javier Caldera-Miguel, Universidad Anáhuac Puebla

Maestro en Ciencias de la Computación y Doctor en Ciencias en la Especialidad de Óptica por la Benemérita Universidad Autónoma de Puebla. Sus áreas de interés incluyen la inteligencia artificial, la realidad aumentada y la programación de móviles.

Citas

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2023-09-29

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