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Perspectiva tecno-pedagógica de la realidad aumentada en la educación.

  • Francisco Aguilar-Acevedoa, b(Author)
    ,
  • Jesús Alberto Flores-Cruz(Author)
    ,
  • Daniel Pacheco-Bautista(Author)
    ,
  • Javier Caldera-Miguel(Author)
  • aAnahuac Puebla University
    ,
  • bMultidisciplinary Research Center
    ,
  • cDepartamento de Ingeniería en Computación, Universidad del Istmo. Ciudad Universitaria S/N, Barrio Santa Cruz, 4a. Sección, C.P. 70760, Sto. Domingo Tehuantepec, Oaxaca, México
    ,
  • dCentro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Unidad Legaria, Instituto Politécnico Nacional. Calz. Legaria No. 694, Col. Irrigación, Miguel Hidalgo, C.P. 11500, Ciudad de México, México
    ,
  • eEscuela de Ingeniería y Actuaría, Universidad Anáhuac Puebla. Calle Orión Norte S/N, Col. La Vista Country Club, C.P. 72810, San Andrés Cholula, Puebla, México
Research Output: Contribution to journal Article Peer-review

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

Spanish

Pages from-to (Number of pages)

Pages 1-17 (17 pages)

Journal (Volume, Issue Number)

Investigación y Ciencia de la Universidad Autónoma de Aguascalientes (Volume 31, Issue 90)

Publication milestones

  • Published - 01/09/2023

Publication status

Published - 01/09/2023

ISSN

1665-4412

Abstract

Since its emergence, augmented reality has disrupted as a versatile tool that combines existing and virtual information in real time. In education, research about its use has approached both the technological part and the mode in which it is combined with teaching-learning methods, searching to improve the academic performance of students. Thus, based on a review of both considerations, this article explores the affinity of these approaches in the development and use of beneficial applications in the school environment, on one side, the technologies commonly used for its implementation are presented, and on the other, the benefits, challenges, attributes, purposes and main uses within the teaching-learning process are highlighted, emphasizing the category called mobile augmented reality, due to its great potential, particularly in science teaching through augmented simulations.

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