Sinergia necesaria en las tecnologías educativas: diseño y aprendizaje
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.1Palabras clave:
ingeniería, diseño, tecnologías educativas, laboratorio virtual, universidad, enseñanzaResumen
La utilización de entornos de aprendizaje de realidad virtual (EARV) presenta actualmente una tendencia al alza en la educación, con el propósito de mejorar el proceso y los resultados de aprendizaje de los estudiantes. En este artículo se aborda la forma de mejorar el diseño de un laboratorio virtual a partir de los resultados obtenidos en la investigación llevada a cabo durante diez años en asignaturas del área de Ciencia e Ingeniería de Materiales (CIM) en el Grado de Ingeniería Mecánica. En este estudio se compara un conjunto de EARV creados en años anteriores con otros recientemente desarrollados. Los resultados de la encuesta planteada a 199 alumnos de CIM arrojan luz sobre cómo mejorar el aprendizaje, la retención y la transferencia de los conocimientos de los estudiantes. Este documento considera la teoría cognitiva sobre el aprendizaje significativo (AS) como principio que guía y sustenta el diseño en los EARV para mejorar los resultados del aprendizaje. A través de la aplicación de los principios del AS, se ha comprobado que el diseño de un EARV debe seguir un sistema de protocolo paso-a-paso como forma de presentar los contenidos de una manera intencionalmente estructurada. Este estudio identifica los patrones de diseño de un EARV para que favorezca el AS. Los resultados muestran que los contenidos que son aprendidos significativamente son más estables y menos propensos al olvido.
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Derechos de autor 2025 Jamil Extremera, Pablo Fernández-Arias, Diego Vergara
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
