Análisis sistemático sobre el uso de la Realidad Aumentada en Educación Infantil.
DOI:
https://doi.org/10.21556/edutec.2021.76.2053Palabras clave:
Realidad Aumentada, Educación Infantil, Tecnologías de la Información y la Comunicación, Recursos didácticos, Revisión SistemáticaResumen
El informe Horizon 2019 situaba el aprendizaje móvil como una tecnología a ser adoptada en Educación Superior a corto plazo y tenía en cuenta la realidad aumentada (RA) como tendencia a medio plazo. Si estas tecnologías avanzadas están presentes en cualquier ámbito de nuestra vida diaria sin distinción de edades, límites o escenarios ¿Por qué no extender también su práctica en el entorno educativo de edades tempranas? Así, este estudio sobre RA tiene como finalidad 1) revisar si esta evolución ha sido positiva; 2) indagar sobre las metodologías y estrategias en el uso de la RA en la etapa de Educación Infantil; y 3) explorar si existen limitaciones a la hora de utilizar este tipo de tecnología en edades tempranas como recurso didáctico. El método ha sido la revisión sistemática de 49 documentos (entre artículos y papers) publicados de enero de 2011 a abril de 2021, en la base de WOS (SSCI), siguiendo los criterios de PRISMA. Los hallazgos extraídos sintetizan las tipologías de análisis de datos que se llevan a cabo, los diferentes usos que se efectúan con realidad aumentada y las diferentes conclusiones que se extraen de esas experiencias.
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