Realidad aumentada como estrategia inmersiva para fortalecer la comprensión lectora en Lengua y Literatura en Bachillerato
DOI:
https://doi.org/10.67166/dhegq482Palabras clave:
realidad aumentada; comprensión lectora; aprendizaje inmersivo; Lengua y Literatura; Bachillerato.Resumen
La comprensión lectora constituye una competencia transversal para interpretar, relacionar y valorar información en contextos escolares cada vez más multimodales. El objetivo del estudio fue determinar el efecto de una estrategia inmersiva de realidad aumentada, denominada LecturaAR 360, sobre las destrezas literal, inferencial, crítica, de vocabulario contextual e integración multimodal en estudiantes de Bachillerato. Se adoptó un diseño cuasi experimental, descriptivo-correlacional, con pretest y postest, grupo experimental y grupo de control, integrado por 56 participantes distribuidos en cuatro centros educativos. El instrumento fue un test de base estructurada, validado mediante juicio de expertos y con confiabilidad alfa de Cronbach de 0.90. El análisis consideró estadísticos descriptivos, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto d de Cohen. En el escenario estadístico modelado, los grupos mostraron equivalencia inicial en el desempeño global (p = .917). Después de la intervención, el grupo experimental alcanzó una media global de 66.89 puntos, frente a 52.30 en el grupo de control; la diferencia fue significativa, t(54) = 4.99, p < .001, con un efecto grande (d = 1.33). Las mayores brechas se concentraron en comprensión inferencial, crítica e integración multimodal. Asimismo, la inmersión y la motivación se relacionaron positivamente con la ganancia total. Se concluye que una secuencia pedagógica de realidad aumentada, cuando articula lectura guiada, pistas contextuales, visualización tridimensional, preguntas metacognitivas y producción colaborativa, puede fortalecer la construcción de significado sin sustituir la mediación docente ni la lectura profunda. La contribución radica en proponer un modelo replicable, medible y curricularmente alineado para Lengua y Literatura.
Descargas
Referencias
AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953
Alhamad, K., Manches, A., & McGeown, S. (2024). Augmented reality books: In-depth insights into children’s reading engagement. Frontiers in Psychology, 15, 1423163. https://doi.org/10.3389/fpsyg.2024.1423163
Almufarreh, A., & Arshad, M. (2023). Promising emerging technologies for teaching and learning: Recent developments and future challenges. Sustainability, 15(8), 6917. https://doi.org/10.3390/su15086917
Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2023). The impact of augmented reality (AR) on the academic performance of high school students. Electronics, 12(10), 2173. https://doi.org/10.3390/electronics12102173
Annamalai, N., Uthayakumaran, A., & Zyoud, S. H. (2023). High school teachers’ perception of AR and VR in English language teaching and learning activities: A developing country perspective. Education and Information Technologies, 28(3), 3117–3143. https://doi.org/10.1007/s10639-022-11275-2
Ateş, H. (2024). Integrating augmented reality into intelligent tutoring systems to enhance science education outcomes. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12970-y
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: Pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 27(9), 12123–12146. https://doi.org/10.1007/s10639-022-11123-3
Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta-analysis. Journal of Computer Assisted Learning, 38(4), 929–945. https://doi.org/10.1111/jcal.12661
Castaño-Calle, R., Jiménez-Vivas, A., Poy-Castro, R., Calvo-Álvarez, M. I., & Jenaro, C. (2022). Perceived benefits of future teachers on the usefulness of virtual and augmented reality in the teaching-learning process. Education Sciences, 12(12), 855. https://doi.org/10.3390/educsci12120855
Chang, C.-T., Chao, W.-H., Yang, C.-Y., & Semwaiko, G. S. (2025). Evaluating the impact of augmented reality on learning outcomes in K-12 special education: A systematic review. European Journal of Educational Research, 14(4), 1167–1182. https://doi.org/10.12973/eu-jer.14.4.1167
Chang, H.-Y., Binali, T., Liang, J.-C., Chiou, G.-L., Cheng, K.-H., Lee, S. W.-Y., & Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-)experimental studies to investigate the impact. Computers & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641
Christou, E., Parmaxi, A., & Christoforou, M. (2025). Implementation and application of extended reality in foreign language education for specific purposes: A systematic literature review. Universal Access in the Information Society, 24, 2061–2076. https://doi.org/10.1007/s10209-025-01191-w
Comisión Económica para América Latina y el Caribe. (2022). Panorama Social de América Latina y el Caribe 2022: La transformación de la educación como base para el desarrollo sostenible. CEPAL.
Di Fuccio, R., Kic-Drgas, J., & Woźniak, J. (2024). Co-created augmented reality app and its impact on the effectiveness of learning a foreign language and on cultural knowledge. Smart Learning Environments, 11, 21. https://doi.org/10.1186/s40561-024-00304-x
El Shemy, I. (2022). Language learning with mobile augmented reality and artificial intelligence for children with autism spectrum disorder. In Proceedings of the 21st Annual ACM Interaction Design and Children Conference (pp. 658–661). https://doi.org/10.1145/3501712.3538827
Fuentes, C., Gómez, S., De Stasio, S., & Berenguer, C. (2025). Augmented reality and learning-cognitive outcomes in autism spectrum disorder: A systematic review. Children, 12(4), 493. https://doi.org/10.3390/children12040493
Huang, W., Janakiraman, S., Ilobinso, A., & Slijepcevic, N. (2025). “Wow! This is so cool”: Learning Spanish with augmented reality. Education Sciences, 15(3), 379. https://doi.org/10.3390/educsci15030379
Şimşek, E. E. E. (2024). The effect of augmented reality storybooks on the story comprehension and retelling of preschool children. Frontiers in Psychology, 15, 1459264. https://doi.org/10.3389/fpsyg.2024.1459264
Kazlaris, G. C., Keramopoulos, E., Bratsas, C., & Kokkonis, G. (2025). Augmented reality in education through collaborative learning: A systematic literature review. Multimodal Technologies and Interaction, 9(9), 94. https://doi.org/10.3390/mti9090094
Koparan, B. (2025). Examining the impact of augmented reality texts on students’ attitudes toward environmental issues and sustainable development. Sustainability, 17(13), 6172. https://doi.org/10.3390/su17136172
Koumpouros, Y. (2024). Revealing the true potential and prospects of augmented reality in education. Smart Learning Environments, 11. https://doi.org/10.1186/s40561-023-00288-0
Krüger, J. M., & Bodemer, D. (2022). Application and investigation of multimedia design principles in augmented reality learning environments. Information, 13(2), 74. https://doi.org/10.3390/info13020074
Li, G., Luo, H., Chen, D., Wang, P., Yin, X., & Zhang, J. (2025). Augmented reality in higher education: A systematic review and meta-analysis of the literature from 2000 to 2023. Education Sciences, 15(6), 678. https://doi.org/10.3390/educsci15060678
Lin, X.-F., Hwang, G.-J., Wang, J., Zhou, Y., Li, W., Liu, J., & Liang, Z.-M. (2023). Effects of a contextualised reflective mechanism-based augmented reality learning model on students’ scientific inquiry learning performances, behavioural patterns, and higher order thinking. Interactive Learning Environments, 31(10), 6931–6951. https://doi.org/10.1080/10494820.2022.2057546
Marrahi-Gomez, V., & Belda-Medina, J. (2024). Assessing the effect of augmented reality on English language learning and student motivation in secondary education. Frontiers in Education, 9, 1359692. https://doi.org/10.3389/feduc.2024.1359692
Martínez, A. A., & García, I. N. (2023). Enhancing social science learning with augmented reality for primary students in a CLIL context. Europub Journal of Education Research, 4(1), 11–33. https://doi.org/10.54745/ejerv4n1-002
Marín, V., Sampedro, B. E., Muñoz González, J. M., & Vega, E. M. (2022). Primary education and augmented reality: Other form to learn. Cogent Education, 9(1), 2082082. https://doi.org/10.1080/2331186X.2022.2082082
Ministerio de Educación del Ecuador. (2024). Lineamientos para la generación y uso de recursos educativos digitales abiertos. Ministerio de Educación.
Morady Moghaddam, M. (2025). Enhancing language learners’ pragmatic skills through augmented reality: The speech act of request in the spotlight. Innovation in Language Learning and Teaching, 1–21. https://doi.org/10.1080/17501229.2025.2544018
Morfidi, E., & Iatraki, G. (2025). Improving reading ability using augmented reality. Education Sciences, 15(10), 1280. https://doi.org/10.3390/educsci15101280
Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. https://doi.org/10.3390/encyclopedia2010031
Nevrelova, N., Korenova, L., Lavicza, Z., Bruzkova, N., & Schmid, A. (2024). Enhancing digital literacy in primary education through augmented reality. Frontiers in Education, 9, 1390491. https://doi.org/10.3389/feduc.2024.1390491
Quintero, J., Baldiris, S., & Cerón, J. (2025). CooperAR: Supporting the design and implementation of augmented inclusive educational scenarios. Frontiers in Education, 10, 1571104. https://doi.org/10.3389/feduc.2025.1571104
Roman, B., & Belda-Medina, J. (2025). Augmented reality and inferential comprehension in advanced EFL learners: Disfluency, metacognitive reflection, and productive struggle. Education Sciences, 15(10), 1311. https://doi.org/10.3390/educsci15101311
Salehi, N. (2025). Teaching vocabulary with augmented reality: Voices from junior high school English teachers. Discover Education. https://doi.org/10.1007/s44217-025-00673-6
Schorr, I., Plecher, D. A., Eichhorn, C., & Klinker, G. (2024). Foreign language learning using augmented reality environments: A systematic review. Frontiers in Virtual Reality, 5, 1288824. https://doi.org/10.3389/frvir.2024.1288824
Singh, S., Kaur, A., & Gulzar, Y. (2024). The impact of augmented reality on education: A bibliometric exploration. Frontiers in Education, 9, 1458695. https://doi.org/10.3389/feduc.2024.1458695
UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO.
Valero-Franco, C., & Berns, A. (2024). Development of virtual and augmented reality apps for language teaching: A case study. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 163–185. https://doi.org/10.5944/ried.27.1.37668
Wang, Y. (2022). Effects of augmented reality game-based learning on students’ engagement. International Journal of Science Education, Part B, 12(3), 254–270. https://doi.org/10.1080/21548455.2022.2072015
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Angelita Del Amparo Constante Amores (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
