Impacto de la realidad virtual aumentada en el aprendizaje autónomo de estudiantes con necesidades especiales
Impact of augmented virtual reality on independent learning for students with special needsBarra lateral del artículo
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La realidad virtual aumentada (RVA) se ha posicionado como una herramienta innovadora en la educación, especialmente para apoyar el aprendizaje autónomo de estudiantes con discapacidad. Este estudio explora su influencia y efectividad en este ámbito. El objetivo fue analizar cómo la RVA impacta en el desarrollo educativo de estos estudiantes, identificando ventajas y limitaciones. Se realizó una revisión sistemática utilizando bases de datos como Scopus, ERIC, ScienceDirect, Web of Science y ProQuest, seleccionando artículos publicados entre 2020 y 2024. Los resultados evidenciaron que la implementación de la realidad virtual contribuyó significativamente a mejorar la experiencia de aprendizaje en estudiantes con diversas necesidades educativas especiales. Se observó un aumento en la motivación, la comprensión de conceptos complejos y el desarrollo de habilidades prácticas. Sin embargo, se identificaron limitaciones relacionadas con los altos costos, la complejidad técnica y la falta de estudios longitudinales que evalúen sus efectos a largo plazo. Se concluye que la RVA tiene un alto potencial pedagógico, aunque requiere ajustes para garantizar accesibilidad universal.
Augmented virtual reality (AVR) has positioned itself as an innovative tool in education, especially for supporting independent learning for students with disabilities. This study explores its influence and effectiveness in this field. The objective was to analyze how AVR impacts the educational development of these students, identifying advantages and limitations. A systematic review was conducted using databases such as Scopus, ERIC, ScienceDirect, Web of Science, and ProQuest, selecting articles published between 2020 and 2024. The results showed that the implementation of virtual reality significantly contributed to improving the learning experience for students with various special educational needs. Increased motivation, understanding of complex concepts, and the development of practical skills were observed. However, limitations were identified related to high costs, technical complexity, and the lack of longitudinal studies evaluating its long-term effects. It is concluded that AVR has great pedagogical potential, although it requires adjustments to ensure universal accessibility.
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