Realidad aumentada para mejorar el aprendizaje histórico y la interpretación del patrimonio cultural en Estudios Sociales en Educación Básica
DOI:
https://doi.org/10.67166/fa9e2f26Palabras clave:
realidad aumentada; aprendizaje histórico; patrimonio cultural; Estudios Sociales; Educación Básica.Resumen
La investigación examinó el efecto de una estrategia didáctica de realidad aumentada, denominada Patrimonio AR-EGB, sobre el aprendizaje histórico y la interpretación del patrimonio cultural en Estudios Sociales de Educación General Básica. El objetivo fue determinar en qué medida la interacción con reconstrucciones tridimensionales, rutas geolocalizadas, fuentes históricas superpuestas y desafíos colaborativos fortalecía la comprensión cronológica, el análisis de evidencias, la contextualización espacial y la valoración patrimonial. Se desarrolló un estudio cuasiexperimental, descriptivo-correlacional, con 72 participantes distribuidos en un grupo experimental y un grupo de control, procedentes de cuatro centros educativos. Se aplicó un test estructurado validado por diez expertos, con consistencia interna alfa de Cronbach de 0,83. El análisis incluyó estadística descriptiva, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. Los resultados mostraron equivalencia inicial entre los grupos y diferencias posteriores favorables al grupo experimental. El puntaje global alcanzó una media de 82,6 frente a 64,8 en el grupo de control; la diferencia fue estadísticamente significativa, t(70)=9,73, p<0,001, con un efecto muy grande, d=2,29. La mayor mejora se observó en interpretación patrimonial, seguida del análisis de fuentes históricas. Asimismo, la frecuencia de interacción con recursos aumentados se relacionó positivamente con el desempeño final y la motivación académica. Se concluye que una integración pedagógica planificada de la realidad aumentada puede transformar contenidos históricos abstractos en experiencias contextualizadas, favorecer la lectura crítica del patrimonio y ampliar las oportunidades de participación, siempre que se acompañe de mediación docente, accesibilidad tecnológica y evaluación formativa sostenible.
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Derechos de autor 2026 Diana Elizabeth Silva Silva (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
