Emerging Technologies for a Digital Education ProjectA Systematic Review on Augmented Reality and Cultural-Historical Heritage

  1. Simón-Sánchez, María-Teresa 1
  2. Fernández-Sánchez, María-Rosa 2
  1. 1 Instituto Universitario de Ciencias de la Educación, Universidad de Salamanca, Salamanca (España)
  2. 2 Departamento de Ciencias de la Educación, Universidad de Extremadura, Cáceres (España).
Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2023

Número: 24

Tipo: Artículo

DOI: 10.14201/EKS.30613 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Resumen

La popularidad de la Realidad Aumentada en los últimos años no ha pasado inadvertida por parte de las Humanidades Digitales e instituciones culturales. Constituye un medio alternativo e innovador para acercar el conocimiento, desarrollando un aprendizaje significativo, interactivo y contextualizado sobre el patrimonio. En el ámbito educativo, se identifica cada vez un interés mayor, situándolo como uno de los recursos de futuro en los Proyectos de Educación Digital de los centros. El presente trabajo reflexiona acerca del alcance educativo de la Realidad Aumentada en los procesos de enseñanza y aprendizaje del patrimonio histórico-cultural. Como propuesta metodológica se ha realizado una Revisión Sistematizada de la Literatura comprendida entre los años 2016 y 2021. Tomando como referencia el protocolo PRISMA 2020, acompañado del marco metodológico SALSA, han sido analizados un total de 35 artículos académicos recopilados de las bases de datos Web of Science y Scopus. Se han analizado las líneas de investigación existentes, los contextos de aplicación y técnicas de implementación, los perfiles participantes y las contribuciones socioeducativa en este campo de conocimiento. Como conclusión, se reafirma el potencial didáctico y divulgativo del uso de la Realidad Aumentada en el aprendizaje del patrimonio a nivel cultural, histórico y material.

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Fuente de los datos: Dialnet