Integración de la realidad aumentada en la educación física: un estudio comparativo sobre métodos de aprendizaje tradicional y asistido por tecnología
DOI:
https://doi.org/10.47197/retos.v69.114639Palabras clave:
realidad aumentada, educación física, aprendizaje cognitivo, aprendizaje afectivo, habilidades psicomotoras, tecnología educativaResumen
Introducción: El uso de la tecnología en la educación física es cada vez más reconocido por su potencial para mejorar la participación estudiantil y los resultados de aprendizaje. La Realidad Aumentada (RA) ofrece experiencias de aprendizaje inmersivas e interactivas que pueden mejorar el desarrollo cognitivo, afectivo y psicomotor.
Objetivo: Este estudio tuvo como objetivo analizar el impacto del aprendizaje basado en RA sobre la comprensión cognitiva, la motivación y el rendimiento de habilidades motoras en estudiantes de secundaria.
Metodología: Se utilizó un diseño experimental verdadero con pretest-postest y grupo de control, con la participación de 64 estudiantes (M = 14,0 años, DE = 1,2), seleccionados mediante muestreo aleatorio por conglomerados. Los participantes se dividieron en un grupo experimental (aprendizaje basado en RA) y un grupo de control (aprendizaje tradicional). Los resultados de aprendizaje se evaluaron mediante pruebas cognitivas validadas, el Cuestionario de Motivación para el Aprendizaje de la Educación Física (PE-LMQ) y evaluaciones estandarizadas de habilidades psicomotoras.
Discusión: Los resultados mostraron que los estudiantes del grupo RA experimentaron mejoras significativamente mayores en todos los dominios. Las puntuaciones cognitivas aumentaron 23,7 puntos frente a 12,5 en el grupo de control (t = 6,375, p < 0,001). Las mejoras afectivas incluyeron la motivación (+0,9 vs. +0,6), la participación (+0,8 vs. +0,5) y la actitud (+0,7 vs. +0,4), todas estadísticamente significativas (p < 0,01). Las mejoras psicomotoras incluyeron mejor manejo del balón (-2,2 seg vs. -1,1 seg), pases y recepciones (+2,5 vs. +1,3) y precisión en los tiros (+23,8% vs. +13,1%), con p < 0,001.
Conclusión: El aprendizaje basado en RA demostró ser más eficaz que los métodos tradicionales para mejorar la comprensión, la motivación y las habilidades motoras. Se recomienda su integración en el currículo de educación física para fomentar un aprendizaje innovador y significativo.
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