Efectividad de la realidad virtual, aumentada y mixta en procesos de enseñanza-aprendizaje: Una revisión sistemática de la literatura
DOI:
https://doi.org/10.70577/rps.v4i2.207Palabras clave:
Enseñanza-aprendizaje, revisión sistemática, resultados de aprendizaje, tecnología educativa, entornos inmersivos.Resumen
La presente revisión sistemática de literatura examina la efectividad de las tecnologías de Realidad Virtual (RV), Realidad Aumentada (RA) y Realidad Mixta (RM) en los procesos de enseñanza-aprendizaje. Siguiendo las directrices PRISMA 2020, se analizaron 25 estudios empíricos y de revisión publicados entre 2020 y 2025, obtenidos de bases de datos como Scopus, Web of Science, IEEE Xplore y ScienceDirect. Los resultados indican de manera consistente que las tecnologías inmersivas producen efectos positivos significativos sobre los resultados de aprendizaje, la motivación académica, el compromiso estudiantil y el desarrollo del pensamiento de orden superior. La RV muestra el mayor impacto en habilidades prácticas y procedimentales (g = 0.477), la RA mejora significativamente actitudes y rendimiento académico, y la RM demuestra ventajas en resultados cognitivos (d = 0.84) y conductuales (d = 0.40) en contextos de formación profesional. A pesar de estos beneficios, persisten barreras como los altos costos de implementación, la insuficiente capacitación docente y la escasez de investigación longitudinal. Esta revisión aporta una base de evidencia sintetizada para orientar políticas de tecnología educativa y práctica pedagógica.
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Derechos de autor 2026 Tito Rubén Barreiro Linzán, Mónica Daniela Barreiro Linzán, Yasmina Lizetty Zambrano Loor, José Luis Moreano Terán, Augusto Rodrigo Palacios Villacrés
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
