Relevancia, efectividad y principios pedagógicos de la realidad virtual y aumentada en el contexto escolar: una revisión de la literatura
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Resumen
En los últimos años, han surgido muchas innovaciones tecnológicas en educación. Dos de estas tecnologías, la realidad virtual y la realidad aumentada, son de particular interés para nosotros. Gracias a un casco visor, la realidad virtual permite sumergirse de lleno en un universo diseñado completamente con objetos irreales y digitales, mientras que la realidad aumentada permite, gracias al uso de unas gafas o de un móvil, agregar elementos digitales a la realidad, en particular por superposición (Wang, Callaghan, Bernhardt, White y Peña-Rios, 2018). Este artículo es el resultado de una revisión de la literatura sobre el campo de la realidad virtual y aumentada en educación. El artículo tiene como objetivo, en primer lugar, profundizar nuestro conocimiento del campo con el fin de proporcionar elementos de respuesta sobre la relevancia y eficacia de este tipo de artefactos en la educación y, en segundo lugar, identificar los principios que pueden guiar el diseño de artefactos educativos en realidad virtual y aumentada. La metodología de la revisión de la literatura se basará en el método EPPI (Evidencia para información y coordinación de políticas y prácticas). Los resultados serán presentados por temas como la motivación, la inmersión, la colaboración y el diseño.
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