Tecnologías inmersivas en el aprendizaje autorregulado: Re-visión sistemática de literatura científica
DOI:
https://doi.org/10.1344/der.2023.44.105-113Palabras clave:
aprendizaje autorregulado, realidad virtual, Realidad Aumentada, Tecnología Inmersiva, EducaciónResumen
Este estudio presenta una revisión sistemática de artículos científicos con el objetivo de analizar el efecto de la RV/RA en la autorregulación del aprendizaje. Para la selección de artículos se utilizó cinco bases de datos: JSTOR, ERIC, IEEE, Scopus y Web of Science de los últimos 10 años, y se aplicó el protocolo PRISMA. Los resultados revelan la vía idónea de la tecnología inmersiva en los procesos de aprendizaje autorregulado en el nivel que se aplique. A partir del 2012 hasta 2021 la frecuencia de publicaciones ha aumentado sobre todo en áreas del conocimiento como medicina, informática y solo en tercer lugar educación. El eje común en estas áreas radica en el aspecto académico particularmente en campos como la carga cognitiva, la escuela versus el hogar, frustración estudiantil, desempeño académico, motivación – autoeficacia en el aprendizaje autorregulado y la transferencia de procedimientos. Basado en estos hallazgos el artículo propone futuras vías de investigación.
se permitió la exportación de información. En cuanto a la validez, se consideró el coeficiente kappa de Cohen, κ=0,74, lo que representa una concordancia sustancial entre los investigadores, ya que se seleccionaron 51 trabajos y se utilizaron para extraer la información para nuestra investigación, de donde se deduce la metodología, el tipo de instrumento utilizados, se han identificado los campos de aplicación y la población de estudio. Se analizaron criterios cuantitativos, cualitativos y mixtos. Los resultados revelan el camino ideal de la tecnología inmersiva en los procesos de aprendizaje autorregulados en el nivel que la aplica. El artículo propone futuras vías de
investigación.
Citas
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