El potencial didáctico y pedagógico de las tecnologías inmersivas en el aula de Mundo contemporáneo: oportunidades y límites
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Las tecnologías inmersivas están cada vez más presentes en el contexto educativo. Aunque algunos metaanálisis han mostrado resultados positivos de ciertas tecnologías (Chen et al., 2020; Coban et al., 2022), todavía es necesario explorar sus aplicaciones prácticas en el aula. A pesar de que los beneficios pedagógicos se han mencionado en varias ocasiones (Freina y Ott, 2015; Lewis et al., 2022), estos pueden verse minorizados por numerosos retos en el aula. En este artículo, proponemos arrojar luz sobre dos estudios de caso que exploran la explotación pedagógica de la tecnología inmersiva utilizando auriculares a nivel de secundaria en el área de las ciencias sociales. Las experiencias se documentaron mediante grupos focales con estudiantes y entrevistas individuales con profesores. El primer caso tenía como objetivo explorar el conflicto en Siria desde diferentes perspectivas, utilizando vídeos de 360° y una aplicación de visualización de ubicaciones mundiales. El segundo caso tenía como objetivo fomentar que los estudiantes compararan la realidad pasada y presente en el contexto de Beijing, utilizando vídeos de 360° y realidad virtual. Los resultados mostraron que la tecnología inmersiva tiene potencial, pero que se deben cumplir varias condiciones para lograr un uso pedagógico efectivo.
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