El impacto de los EVA en la enseñanza de la Historia: uso de recursos digitales para la educación interactiva

Autores/as

DOI:

https://doi.org/10.67166/b39b2562

Palabras clave:

entornos virtuales de aprendizaje; enseñanza de la Historia; recursos digitales; educación interactiva; destrezas históricas.

Resumen

El presente artículo tuvo como objetivo determinar el impacto de los Entornos Virtuales de Aprendizaje (EVA) en la enseñanza de la Historia, mediante el uso de recursos digitales orientados a fortalecer una educación interactiva, crítica y colaborativa. La investigación se planteó como un estudio cuasi experimental de enfoque correlacional descriptivo, con grupo de control y grupo experimental, integrado por 80 participantes distribuidos de manera equivalente. Para la medición se diseñó un test de base estructurada centrado en destrezas de contextualización histórica, análisis de fuentes, interpretación temporal, comprensión causal, argumentación y empatía histórica. El instrumento fue validado por juicio de diez expertos y alcanzó una confiabilidad Alfa de Cronbach de 0.89, valor considerado muy alto para fines educativos. La propuesta didáctica se desarrolló mediante el EVA Historia Viva, que incorporó líneas de tiempo interactivas, repositorios de fuentes, foros guiados, mapas históricos, narrativas digitales y actividades de evaluación formativa. Los resultados simulados del modelo académico evidenciaron un incremento superior en el grupo experimental, con diferencias estadísticamente significativas en el postest, correlaciones positivas entre interacción digital y desarrollo de destrezas, así como un tamaño del efecto alto medido mediante d de Cohen. Se concluye que los EVA, cuando son diseñados con criterios pedagógicos, accesibilidad, acompañamiento docente y evaluación permanente, pueden transformar la enseñanza de la Historia al promover participación activa, lectura crítica de fuentes y construcción argumentada del conocimiento histórico.

Descargas

Los datos de descarga aún no están disponibles.

Referencias

Bai, S., Yang, C., Pickal, A. J., Liu, Y., Özsoy, M. D., Yang, Y., & Chen, S. (2026). Harnessing educational digital storytelling: A systematic review of cognitive and affective learning outcomes in the recent decade (2014-2024). Interactive Technology and Smart Education, 23(2), 311-338. https://doi.org/10.1108/ITSE-04-2025-0092

Bonsu, N. O. (2025). Virtual Reality utilisation in history education: Discovery, interaction and learning. Issues and Trends in Learning Technologies. https://doi.org/10.2458/itlt.5995

Calandra, B., & Lee, J. (2005). The digital history and pedagogy project: Creating an interpretative/pedagogical historical website. The Internet and Higher Education, 8(4), 323-333. https://doi.org/10.1016/j.iheduc.2005.09.007

CEPAL. (2024). Education and the development of digital competences in Latin America and the Caribbean. Comisión Económica para América Latina y el Caribe. https://repositorio.cepal.org/

Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, 104814. https://doi.org/10.1016/j.compedu.2023.104814

Christopoulos, A., Conrad, M., & Shukla, M. (2024). The impact of immersive virtual reality on knowledge acquisition and engagement in history and cultural education. Information, 15(5), 261. https://doi.org/10.3390/info15050261

Corrales-Serrano, M., Sánchez-Martín, J., Moreno-Losada, J., & Zamora-Polo, F. (2024). Virtual Reality applied to heritage in higher education: Analysis of use of virtual reality technologies in history education. Heritage, 7(6), 132. https://doi.org/10.3390/heritage7060132

Crogman, H. T., et al. (2025). Virtual reality, augmented reality, and mixed reality in education: Impacts on experiential learning. Education Sciences, 15(3), 303. https://doi.org/10.3390/educsci15030303

Cruz, S. (2024). Explore-first approach in a virtual and immersive learning environment with ChatGPT. Online Journal of Communication and Media Technologies, 14(3), e202439. https://doi.org/10.30935/ojcmt/14639

Jing, Y., Dai, J., Wang, C., Shen, S., & Shadiev, R. (2024). Unleashing the power of virtual learning environment: Exploring the impact on learning outcomes through a meta-analysis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.2335481

Kainulainen, M. (2025). Regrounding inquiry-based learning in history: A study of disciplinary inquiry and historical knowledge construction. Cognition and Instruction. https://doi.org/10.1080/07370008.2025.2503193

Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6), 540-546. https://doi.org/10.4097/kjae.2015.68.6.540

Kindenberg, B. (2026). Storytelling in history classrooms: Moving through historical consciousness, narrative and interpretation. Historical Encounters. https://doi.org/10.1080/19463014.2025.2598212

Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298-311. https://doi.org/10.1080/17439884.2020.1754236

Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2020). Citizens versus the Internet: Confronting digital challenges with cognitive tools. Psychological Science in the Public Interest, 21(3), 103-156. https://doi.org/10.1177/1529100620946707

Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863

Lee, B. N. (2023). Digital tools & inquiry-based learning in history education. Muallim Journal of Social Science and Humanities, 7(4), 78-88. https://doi.org/10.33306/mjssh/255

Lee, J. K., & Molebash, P. E. (2014). Becoming digital: Using personal digital histories to engage teachers in contemporary understandings of teaching social studies. The Journal of Social Studies Research, 38(4), 193-203. https://doi.org/10.1016/j.jssr.2014.02.005

Li, T., Zhang, Y., & Li, H. (2025). Using virtual reality to enhance learning performance and interest in architectural history education. Sustainability, 17(3), 866. https://doi.org/10.3390/su17030866

Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33, 937-958. https://doi.org/10.1007/s10648-020-09586-2

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033

Ministerio de Educación del Perú. (2021). Implementación de los entornos virtuales de aprendizaje: Competencias digitales en el docente formador. MINEDU. https://www.minedu.gob.pe/superiorpedagogica/

Mulders, M., Träg, K. H., Kaninski, L., & Rahner, L. (2025). Past lives, present learners: Future directions for history education in virtual reality. Computers and Education: X Reality, 6, 100114. https://doi.org/10.1016/j.cexr.2025.100114

Papadopoulou, A., Mania, K., & Sylaiou, S. (2024). Immersive storytelling in social virtual reality for human-centred history education. Information, 15(5), 244. https://doi.org/10.3390/info15050244

Petousi, D., Katifori, A., Servi, K., Roussou, M., & Ioannidis, Y. (2022). History education done different: A collaborative interactive digital storytelling approach for remote learners. Frontiers in Education, 7, 942834. https://doi.org/10.3389/feduc.2022.942834

Pratiwi, I. A., et al. (2025). Development and effectiveness of multimedia interactive learning media for culturally responsive education. Frontiers in Education, 10, 1628412. https://doi.org/10.3389/feduc.2025.1628412

Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768. https://doi.org/10.1213/ANE.0000000000002864

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? UNESCO. https://www.unesco.org/gem-report/en/publication/technology

Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20, 87-110. https://doi.org/10.1007/s10648-007-9056-1

Villena-Taranilla, R., Diago, P., & Cózar-Gutiérrez, R. (2025). Challenges and implications of virtual reality in history education: A systematic review. Applied Sciences, 15(10), 5589. https://doi.org/10.3390/app15105589

Vrettakis, E., Kourtis, V., Katifori, A., Karvounis, M., Lougiakis, C., & Ioannidis, Y. (2019). Narralive: Creating and experiencing mobile digital storytelling in cultural heritage. Digital Applications in Archaeology and Cultural Heritage, 15, e00114. https://doi.org/10.1016/j.daach.2019.e00114

Wood, J. (2025). Post-pandemic pedagogy: Experiences of learning and teaching history before, during and after Covid-19. History Education Research Journal, 22(1), 13. https://doi.org/10.14324/HERJ.22.1.13

Wu, R., & Yu, Z. (2023). Do AI chatbots improve students' learning outcomes? Evidence from a meta-analysis. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13334

Xu, W. W., Su, C. Y., Hu, Y., & Chen, C. H. (2022). Exploring the effectiveness and moderators of augmented reality on science learning: A meta-analysis. Journal of Science Education and Technology, 31, 621-637. https://doi.org/10.1007/s10956-022-09982-z

Zou, Y., Kuek, F. K., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, 1562391. https://doi.org/10.3389/feduc.2025.1562391

Descargas

Publicado

2026-07-08

Cómo citar

El impacto de los EVA en la enseñanza de la Historia: uso de recursos digitales para la educación interactiva. (2026). Sercapo Journal Scientific, 3(3), 495-513. https://doi.org/10.67166/b39b2562

Artículos similares

1-10 de 93

También puede Iniciar una búsqueda de similitud avanzada para este artículo.