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Vol. 14 Núm. 1 (2024)
Enero-Junio

Artículos

Uso de la realidad aumentada, la realidad virtual y la inteligencia artificial en educación secundaria: una revisión sistemática

https://doi.org/10.19053/uptc.20278306.v14.n1.2024.17537

Publicado 2024-01-15

  • Wilson Ferney Lancheros-Bohorquez
    • ,
  • Grace Judith Vesga-Bravo

Wilson Ferney Lancheros-Bohorquez
Universidad Antonio Nariño, Bogotá, Colombia image/svg+xml

Grace Judith Vesga-Bravo
Universidad Antonio Nariño, Bogotá, Colombia image/svg+xml

Resumen

El objetivo de esta revisión sistemática es obtener información frente a la implementación de tecnologías disruptivas (TD) como la realidad aumentada (AR), la realidad virtual (VR) y la inteligencia artificial (IA) en educación secundaria.  Al aplicar el protocolo prisma (2021) en las bases de datos Scopus y Taylor & Francis, se obtienen 53 documentos. Los hallazgos giran en torno a tres aspectos. Análisis bibliométrico por año y país, implementación de la AR,VR o IA y resultados obtenidos en los diversos campos del conocimiento impactados por las TD. Las intervenciones con estas tecnologías muestran una creciente tendencia en implementar la AR. La eficacia de la implementación de la AR,VR o IA generó mejoras cognitivas, emocionales y en el proceso enseñanza aprendizaje. Por otra parte, se recomienda profundizar la investigación de implementación de estas TD e integrar en los estudios las combinaciones entre tecnologías.

Palabras clave

realidad aumentada, realidad virtual, inteligencia artificial, educación secundaria

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Biografía del autor/a

Wilson Ferney Lancheros-Bohorquez

Licenciado en Física, Magister en enseñanza de las ciencias exactas y naturales

Grace Judith Vesga-Bravo

Matemática, Doctora en Educación Matemática

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