Dra. Badilla-Quintana, María Graciela

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.

The integration of immersive technology is one of the main trends in education. The purpose of this study is to understand how elementary school students experience the use of immersive technology, considering three properties: interactivity, presence, and flow. A natural science pedagogical intervention that incorporated the use of virtual reality and augmented reality was elaborated. 231 students from four schools in Concepción, Chile, participated. After the intervention, an instrument was applied to learn about the immersive experience. Findings indicate a high degree of agreement with the instrument's statements, which allows us to determine favourable levels of interactivity, presence, and flow, as well as the significant and positive association of these technological properties. Guidelines are proposed to maximise the capacity of immersive technologies in learning environments.

Immersive Technology has dramatically changed the concept of teaching and learning. Its academic study is recent, so there is little to no background information that can explain how its stimuli and cognitive reactions can improve students' learning experiences. Therefore, this study set out to analyze the psychometric properties of a questionnaire to measure the stimuli and cognitive reactions inherent in Immersive Technology. Rigorous criteria were considered in the questionnaire's design and validation in order to achieve this objective: theoretical review, expert judgment, cognitive interview, pilot test, and exploratory and confirmatory factor analysis. The instrument was administered to 231 middle school students in Concepción, Chile. Participants responded to the instrument after observing and interacting with science content using augmented reality and virtual reality technologies. After conducting the analyses, a latent structure with a good fit for the data was obtained, consisting of 16 items that underlie the latent variables, interactivity, presence, and flow. The questionnaire, called TINMER, presents a satisfactory level of reliability (0.85). Guidelines for its use are discussed to deepen the potential of Immersive Technology in learning experiences.

Las habilidades para el siglo XXI son un grupo de habilidades cognitivas, sociales, emocionales y digitales que ayudarán a los estudiantes de hoy a enfrentar los desafíos y problemas que surgirán cuando sean ciudadanos de la sociedad del conocimiento. Este artículo compara marcos referenciales de habilidades para el siglo XXI y propone un modelo eco-sistémico de habilidades y un marco de referencia que sintetiza la diversidad existente desde y para un contexto Latinoamericano. Sobre la base de una metodología de casos y un análisis descriptivo comparativo se evidenciaron concordancias, discrepancias e incongruencias entre los diferentes marcos consultados. Se creó un modelo teórico eco-sistémico que recategoriza diversas dimensiones, redefine y ordena un conjunto de habilidades otorgando sustento teórico para los procesos de innovación educativa en Latinoamérica y Chile.

Society faces multiple challenges in this millennium and education should promote skills that allow students and teachers to face them. Students will have to be prepared for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have no yet been anticipated. As educators will be a shared responsibility to take advantage of the opportunities and find solutions. In this context, international organizations linked to educational change are rethinking the role of the current education. One initiative is the creation of frameworks to promote and develop skills for the 21st century which are defined as a set of skills necessary to interact in today’s world, mainly in study and employment, where the management of technology is crucial. In Chile, initiatives in this area are being foreshadowed and it is necessary to define a reference framework that complement this process. The aims of this paper is to propose a frame of reference of skills for the 21st century that synthesizes the diversity of referents to have a useful referent to guide educational innovation processes in our Latin American context. Based on a comparative methodology, it was applied a descriptive-comparative analysis of frameworks formulated by international organizations that promote these skills. Theoretical analysis results show concordance in five categories: Cognitive, Social, Emotional, Information and Communication Technologies (ICT), and Curricular Contents for the 21st century. With this background, we are able to present a referential framework maintaining the five categories, and adding 38 essential skills.

This paper explores data retrieved from Educational Immersive Virtual Worlds to describe pre-service teachers’ skills and perceptions about the simulation tasks. This project had 10 participants who were immersed for 3 years in the Technology and Pedagogical Models in Immersive Worlds island, a multi-user virtual environment in Second Life and Open Simulator. In this project, we evaluated how three-dimensional virtual environments can facilitate the achievement of teaching and learning processes. Based on quantitative and qualitative methodologies, two data collection instruments were applied. Through observation grids and personal log books, professional performance of the 18 pedagogical challenges implemented was collected. The statistical analysis shows that the students improved their technology skills and educational aspects about good practices in classes, regardless of the type of platform used. The analysis through Constant Comparing Method reported a positive assessment of the use of virtual environments, especially about the use of teaching strategies. Main conclusions regarding the pedagogical context reflect the importance of peer assessment on teaching performance, as well as the complexity of role-plays as intellectual challenges to enhance pre-service teachers’ skills. The main difficulties identified during the development of the activities were technical in nature, reporting hardware and connectivity issues.

This article seeks to provide a view on the process of curricular integration of ICTs (Information and Communication Technologies) in higher education, throughout the submission of proposals of how to use some of these resources, with practical examples of its implementation in the learning process of students in subjects from the Initial Teacher Training and Geological Civil Engineering major at the Universidad Católica de la Santísima Concepción in Chile. Furthermore, the innovative and educational experiences mediated by ICT, described in this paper, allow us to visualize the important role that institutions of higher education play, not only in the training of future professionals making an emphasis on the digital skills necessary for their development in the XXI century, but also as suitable spaces for development and ongoing training of teachers with innovative methodological strategies that facilitate and enhance the educational process.

La formación de docentes competentes en el uso de las Tecnologías de Información y Comunicación (TIC), tanto a nivel de usuario avanzado como en su utilización pedagógica que implica la planificación, implementación y evaluación de actividades de enseñanza-aprendizaje, es un desafío que las instituciones formadoras están obligadas a abordar en el corto plazo para dar cumplimiento a las exigencias impuestas por el Ministerio de Educación (MINEDUC) en los Estándares Pedagógicos, Disciplinarios y Estándares TIC. Esta intervención fue realizada a una población de 30 estudiantes de tercer semestre de la carrera de Pedagogía en Ciencias de una Universidad Regional de Investigación, cuyo objetivo fue “Evaluar la apropiación de Habilidades TIC en estudiantes de Pedagogía en Ciencias de una Universidad Regional de Investigación a través de la implementación y evaluación de la enseñanza utilizando materiales didácticos multimediales soportados en una plataforma virtual”. Para ello se diseñó un set de materiales que se trabajó con los/las estudiantes a través de la Plataforma Virtual ARCO en la asignatura de Computación y que apuntó al desarrollo de las habilidades TIC evaluadas por la Prueba Inicia TIC en Ambiente Pedagógico, que aplica el MINEDUC CHILE a los/las egresados de pedagogía cada año.

Videogames have taken an important role on children and adolescents through the years and gradually took a significant gap in education, leaving out its playful look at leisure. Particularly in Chile, thanks to the integration of Information and Communication Technologies (ICT), several tools like didactic presentation programs or mobile apps facilitate the teaching and learning process of a second language like English. The aim of this research is to describe the design of an educative videogame and to describe the validation process of the Word-y contents which are associated to learning vocabulary in English. The design has been developed using the incremental prototype model' using the free version of Construct2 software. As projections, the future work implies improve the first prototype applying a content survey to 30 English teachers and users.

The use of videogames in the educational area has taken a bigger role among kids, adolescents and adults, being considered a relevant element, leaving behind its playful look at leisure. Particularly in Chile, thanks to the integration of ICT, several tools like didactic presentation programs or mobile apps facilitate the teaching and learning process of a second language like English. The aim of this research is to describe the design of an educative videogame and to describe the validation process of the Word-y contents which are associated to learning vocabulary in English. The design has been developed using the incremental prototype model’ using the free version of Construct2 software. As projections, the future work implies improve the first prototype applying a content survey to 30 English teachers and educational informatics experts.