Realidad Aumentada para el Aprendizaje del Idioma Inglés 2020 - 2025: Revisión Sistemática de la Literatura
Resumen
Esta revisión sistemática analiza cómo se ha usado la realidad aumentada (RA) para enseñar inglés entre 2020 y 2025. Después de revisar la literatura disponible con criterios específicos, se selecciono 28 estudios relevantes. Los hallazgos muestran predominancia de RA basada en dispositivos móviles (96%), con vocabulario como habilidad más investigada (45%), seguida por lectura (12.5%) y expresión oral (10%). Adicionalmente, se evidencia una paradoja entre efectos motivacionales positivos y ausencia de diferencias significativas en rendimiento académico en varios estudios. Concluimos que se requiere mayor rigor metodológico en la especificación de parámetros temporales, investigación sobre retención a largo plazo y expansión hacia contextos educativos subrepresentados como educación preescolar y formación profesional.
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Derechos de autor 2026 Jesus Ever Coronel Jorge
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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