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      Uso de la realidad aumentada, la realidad virtual y la inteligencia artificial en educación secundaria: una revisión sistemática Translated title: Use of augmented reality, virtual reality and artificial intelligence in secondary education: a systematic review

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          Abstract

          Resumen El objetivo de esta revisión sistemática es obtener información frente a la implementación de tecnologías disruptivas (TD) como la realidad aumentada (AR), la realidad virtual (VR) y la inteligencia artificial (IA) en educación secundaria. Al aplicar el protocolo prisma (2021) en las bases de datos Scopus y Taylor & Francis, se obtienen 53 documentos. Los hallazgos giran en torno a tres aspectos. Análisis bibliométrico por año y país, implementación de la AR, VR o IA y resultados obtenidos en los diversos campos del conocimiento impactados por las TD. Las intervenciones con estas tecnologías muestran una creciente tendencia en implementar la AR. La eficacia de la implementación de la AR, VR o IA generó mejoras cognitivas, emocionales y en el proceso enseñanza aprendizaje. Por otra parte, se recomienda profundizar la investigación de implementación de estas TD e integrar en los estudios las combinaciones entre tecnologías.

          Translated abstract

          Abstract The objective of this systematic review was to gather information regarding the implementation of Disruptive Technologies (DT) such as Augmented Reality (AR), Virtual Reality (VR) and Artificial Intelligence (AI) in secondary education. The methodology was based on the PRISMA Statement in the Scopus and Taylor & Francis databases 53 documents were retrieved using the established criteria. The findings focus on three aspects: Bibliometric analysis by year and country, implementation of AR, VR or AI and results obtained in the various fields of knowledge affected by DTs. Interventions with these technologies show a growing trend in the implementation of AR. The effectiveness of the implementation of AR, VR and AI generated cognitive, emotional, and teaching-learning process improvements. On the other hand, it is recommended to deepen the research on the implementation of these DTs and to integrate in the studies the combinations among technologies.

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          Most cited references73

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          The PRISMA 2020 statement: An updated guideline for reporting systematic reviews

          Matthew Page and co-authors describe PRISMA 2020, an updated reporting guideline for systematic reviews and meta-analyses.
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            Exploring the impact of artificial intelligence on teaching and learning in higher education

            This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities. We pinpoint some challenges for institutions of higher education and student learning in the adoption of these technologies for teaching, learning, student support, and administration and explore further directions for research.
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              Educational Uses of Augmented Reality (AR): Experiences in Educational Science

              Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.
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                Author and article information

                Journal
                ridi
                Revista de Investigación, Desarrollo e Innovación
                Revista Investig. Desarro. Innov.
                Universidad Pedagógica y Tecnológica de Colombia (Duitama, Boyacá, Colombia )
                2027-8306
                2389-9417
                June 2024
                : 14
                : 1
                : 95-110
                Affiliations
                [1] Bogotá orgnameUniversidad Antonio Nariño Colombia wlancheros18@ 123456uan.edu.co
                [2] Bogotá orgnameUniversidad Antonio Nariño Colombia gvesga@ 123456uan.edu.co
                Author information
                https://orcid.org/0000-0002-9287-9184
                https://orcid.org/0000-0002-9990-360X
                Article
                S2027-83062024000100095 S2027-8306(24)01400100095
                10.19053/uptc.20278306.v14.n1.2024.17537
                997b5cf5-bbb7-4713-86e3-5e7fed48ef49

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 17 October 2023
                : 29 December 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 73, Pages: 16
                Product

                SciELO Colombia

                Categories
                Artículos

                realidad virtual,secondary education,artificial intelligence,virtual reality,realidad aumentada,inteligencia artificial,educación secundaria,augmented reality

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