La Realidad Aumentada como recurso creativo en la educación: una revisión global

Abstract

In recent years, the increase in digital interfaces applied to different purposes has led to a revolution in society, in general, and in the academic field, in particular. The didactic possibilities offered by new technologies to educational contexts as a creative resource, make them a tool with great potential. In this context, Augmented Reality (AR) as a variant of virtual and immersive experience, is characterized by combining digital information and physical information in real time. In this way, the learning process is favored by incorporating added value to education and on issues that are sometimes complex to address. The objective of this study is to identify the scientific publications related to RA applied to education during the period 2000 to 2018, in addition to the network of collaboration between inter-operators, countries and an analysis of the relationships between the main keywords. For this, a biometric analysis of the scientific literature of the Scopus database was performed. 1,197 documents on the subject of research were identified. The results of the analysis revealed that, the productivity has increased considerably since 2007. Finally, it has been detected that, among the main research trends, it is expected to advance in the elimination of AR on the cognitive and emotional processes of students.

IoT Technology Applications-Based Smart Cities: Research Analysis

“…In recent years, bibliometric methodology has encouraged the revision of different schools of scientific knowledge. It has been used by numerous scientists, including management, finance, economics, and education [89][90][91]. Bibliometric indicators are the instruments used to measure the results of scientific activity in any of its manifestations [92].…”

Analysing the teaching-learning process in the university virtual classroom at the beginning of the COVID-19 pandemic / Analizando el proceso de enseñanza-aprendizaje en el aula virtual universitaria al inicio de la pandemia de COVID-19

“…Acaso López-Bosch and Megías (2013) propose to rethink space, which implies considering time to create a new model where physical space is related to educational pedagogies. In this context, learning spaces necessarily require redesign to return to being habitable, healthy and safe spaces (González-Zamar & Abad-Segura, 2020b). Classrooms as social spaces should offer flexibility and versatility to reorganize groups when necessary.…”

“…Acaso López-Bosch y Megías (2013) proponen repensar el espacio, lo que implica considerar el tiempo para crear un nuevo modelo donde el espacio físico se relacione con las pedagogías educativas. En este contexto, los espacios de aprendizaje requieren necesariamente de un rediseño para volver a ser espacios habitables, saludables y seguros (González-Zamar & Abad-Segura, 2020b). Las aulas, como espacios sociales, deben ofrecer flexibilidad y versatilidad para reorganizar grupos cuando sea necesario.…”

“…HEIs will also have trouble rapidly developing quality distance education programmes. In this context, learning spaces necessarily require redesign to return to being habitable, healthy and safe spaces (González-Zamar & Abad-Segura, 2020b). Classrooms as social spaces should offer flexibility and versatility to reorganize groups when necessary.…”

“…Las IES también tendrán dificultades para desarrollar rápidamente programas de educación a distancia de calidad. En este contexto, los espacios de aprendizaje requieren necesariamente de un rediseño para volver a ser espacios habitables, saludables y seguros (González-Zamar & Abad-Segura, 2020b). Las aulas, como espacios sociales, deben ofrecer flexibilidad y versatilidad para reorganizar grupos cuando sea necesario.…”