Research Outputs
Meta-analysis of the Effect of the Integration of Immersive Technologies on Learning in Primary Education
Las tecnologías inmersivas como la realidad aumentada y la realidad virtual tienen un progresivo interés de investigación en educación. Si bien existen desde hace algunas décadas, recientemente han sido alcanzables para su integración en las aulas, por la disminución del costo asociado y el desarrollo de pantallas de alta calidad. Para determinar el impacto de las tecnologías inmersivas en el rendimiento académico, esta investigación efectuó un metanálisis siguiendo lineamientos de la declaración PRISMA para la búsqueda de artículos y utilizando el módulo MAJOR del software JAMOVI para el análisis de datos. La búsqueda se realizó en las bases Web of Science, Scopus y ERIC, considerando el período de 2018 a 2023. La muestra consistió en 18 artículos que cumplieron los criterios de inclusión establecidos. Los resultados evidencian un aprendizaje significativamente más alto en la integración de tecnologías inmersivas a diferencia de las estrategias tradicionales. Futuras investigaciones podrían indagar en el impacto de las tecnologías sobre las actitudes hacia el aprendizaje, las emociones, el compromiso académico y las habilidades para el siglo XXI.
Systematic review on the integration of immersive technologies to improve learning in primary education
Immersive technologies such as augmented reality and virtual reality have attracted a great deal of interest in educational research; they have the potential to enhance learning by providing interactive, realistic, and safe experiences without the constraints of time and space. This study is based on a systematic review of the literature following the guidelines of the PRISMA statement. The scientific production related to the integration of immersive technologies in learning processes in primary education was examined. The Web of Science, Scopus and ERIC databases were searched, considering the period from 2018 to 2023. The sample consisted of 64 studies that met the established inclusion criteria. The results showed a higher production of studies in Asia, a lack of theoretical support for the integration of immersive technologies, and a greater focus on science education. In conclusion, it is highlighted that studies focus on the effect of immersive technologies on academic achievement without sufficiently addressing the cognitive and affective experience of students. The study presents a classification framework grounded in the stimulus-organism-response model, offering recommendations for future research and practical implications for educators, educational policy makers, and digital content designers.
Promoting ASC in the primary education classroom: The role of teacher training
The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students’ self-concept. In addition, the change in the students’ type of self-concept depended on the change in the teachers’ specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student’s self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students’ academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students’ self-concept.