La producción científica sobre Realidad Aumentada, un análisis de la situación educativa desde la perspectiva SCOPUS

Abstract

Resumen:Esta investigación pretende revisar las evidencias científicas sobre la implementación de la tecnología de Realidad Aumentada (RA) desde una perspectiva educativa, para ello se ha tomado como instrumento de recogida de información, el repositorio bibliográfico Scopus. El procedimiento es de corte descriptivo sobre una muestra n=1336 referencias de artículos, comunicaciones en conferencias, libros y capítulos de libros. Los resultados de naturaleza cuantitativa muestran las principales áreas temáticas involucradas. Y el análisis cualitativo llevado a cabo, descubre la situación del fenómeno en el periodo analizado. La revisión destaca el rendimiento positivo derivado de la RA en educación, por su potencial creativo, motivacional, lúdico así como por la veracidad de la propia experiencia de RA. Esta circunstancia tiene especial relevancia en la educación al ofrecer la posibilidad de representar entornos inalcanzables en el aula. Por otra parte, la investigación también pone de relieve los problemas inherentes a la RA. Palabras claves: M-learning, Realidad Aumentada, TIC, educación. Abstract:This review shows the current implementation of technology of Augmented Reality. From an educational perspective, we use as instrument the Scopus repository. The procedure is a descriptive study on n=1336 references: articles, conference papers, books and book chapters. The quantitative result shows the mainly thematic areas involved. On the other hand the qualitative analysis discovers the situation of the phenomenon. The review highlights the positive performance derived from RA, linked by its creative, motivational, playful potential and the veracity of the RA experience. This fact is important to represent environments impossible in the classroom. We also found research highlighting the problems of RA.

Analysis of the Productive, Structural, and Dynamic Development of Augmented Reality in Higher Education Research on the Web of Science

“…With regard to language, the one used by scientists to present their research is English, as found in other studies [33]. The studies are presented via communication and articles, evenly, with the first being slightly more common-results that are consistent with other studies that also add a paper as a type of relevant study [3], with quantitative studies being the main methodological choice [38]. For sources of origin, "INTED proceedings" (3.62%) and "EDULEARN proceedings" (2.36%) are the most common.…”

“…Technology is currently in a moment of great development in the field of education, as a result of the continuous advances that are occurring in techno-pedagogical matters that promote its inclusion in learning spaces [1], where technology is increasingly attaining greater use in training activities [2] thanks to its ubiquitous and ergonomic nature [3]. All this has led to new student activities, not only in the way they communicate and collaborate with their teachers and peers but also in the way they interact with contents in a digital way [4].…”

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

“…Other research through meta-analysis [22][23][24][25][26][27][28][29][30][31] provides evidence and relevant information on the progress of this emerging technology in teaching/learning processes. Wu, Lee, Chang and Liang [32] detail learning activities related to augmented reality with innovative approaches and active participation with pedagogical approaches quite different from the teacher-centered approach [20,21].…”

Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

“…Regarding the teaching methodology, most teachers use traditional techniques and resources, far from a generalized use of technological methodologies (Cubillo et al, 2014;Fombona & Pascual, 2017). This implies a traditional typology, where the teacher reproduces models based on the lecture and the unidirectional transmission of information.…”

“…Under this premise, ICT allows the optimization of learning spaces thanks to its potential interactive and socializing characteristics that allow learners to build autonomously their learning (Cabero, 2017). Technology also makes it possible for students to be able to search for information ubiquitously, that is, without limitation of space and time (Fombona & Pascual, 2017).…”