M-learning y realidad aumentadaRevisión de literatura científica en el repositorio WoS

  1. Javier Fombona 1
  2. Maria-Angeles Pascual Sevillano 1
  3. MariCarmen González Videgaray 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad Nacional Autónoma de México
    info

    Universidad Nacional Autónoma de México

    Ciudad de México, México

    ROR https://ror.org/01tmp8f25

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2017

Título del ejemplar: Cerebro social e inteligencia conectiva

Número: 52

Páginas: 63-72

Tipo: Artículo

DOI: 10.3916/C52-2017-06 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Objetivos de desarrollo sostenible

Resumen

La realidad aumentada surge como un útil sobre el que se precisa examinar su real implementación educativa. Esta investigación hace un análisis bibliométrico sobre documentos del repositorio Web of Science. Este servicio ofrece en Internet la producción científica de más de 7.000 instituciones de todo el mundo. Se toma como base un universo de 12.000 revistas indexadas y 148.000 actas de conferencias y se selecciona una muestra centrada en los términos «m-learning» y «augmented reality» como descriptores o componentes de títulos en trabajos científicos. El análisis sobre revistas n=741 y actas n=913 en los dos últimos años muestra una perspectiva diferenciada por áreas. La investigación se complementa con un análisis cualitativo de 67 producciones científicas sobre estos descriptores en ese periodo de tiempo. En el estudio sobresalen cinco temáticas: la conceptualización del fenómeno, el desarrollo de nuevas metodologías, la motivación generada, su deslocalización espacial y las materias objeto de implementación. Las investigaciones destacan cambios lógicos, como un mayor y diferente acceso a la información, junto a innovaciones trascendentes, como el incremento de actividades informales y lúdicas, la inserción en ambientes virtuales icónicos, la pertenencia a grupos específicos, y redes de interacción amistosa dentro de nuevas escalas de valores. Todo ello hace que estos instrumentos pasen a ser partes fundamentales en las metodologías. La educación parece subsidiaria a estos avances técnicos y a sus requisitos, imponiéndose un drástico cambio metodológico en nuevos escenarios formativos.

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Información de financiación

Proyecto internacional Erasmus+ KA204, sobre la competencia transversal uso de las TIC (2016-1-ES01-KA204-025159): «Compartir prácticas educativas eficaces y sistematizar un programa de competencias de formación para el empleo y la inclusión de los adultos en situación de vulnerabilidad». UNAM-DGAPA PAPIMPE-PE-304717, Independencia Intelectual de Universitarios del Siglo XXI.

Financiadores

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Fuente de los datos: Dialnet