Métricas alternativas
Palabras clave
spatial ability
cognitive load
engineering
STEM education realidad aumentada
habilidad espacial
carga cognitiva
ingeniería
educación STEM
Cómo citar
Resumen
La investigación en este trabajo estudia cuantitativamente el efecto de la realidad aumentada (RA) en las habilidades espaciales de estudiantes universitarios en la formación de ingeniería eléctrica. Con ese fin, se llevó a cabo un estudio cuasi-experimental con 80 estudiantes divididos en cuatro grupos homogéneos y sometidos a diferentes metodologías: RA utilizando dispositivos móviles (Unity y Vuforia), documentos digitales, simulaciones 3D (ANSYS Maxwell) y laboratorios. Para evaluar las habilidades espaciales, se realizaron evaluaciones estandarizadas como Mental Rotation Test (MRT) y Spatial Visualization Test (SVT); la carga cognitiva se midió con NASA Task Load Index; la motivación intrínseca se evaluó utilizando el modelo ARCS de Keller, y el rendimiento académico se determinó mediante pruebas teóricas y prácticas sobre motores de inducción asíncronos. Los resultados del estudio indican que la RA ayudó a desarrollar las habilidades espaciales y redujo la carga cognitiva, al tiempo que mantuvo un mayor nivel de atención, relevancia, confianza y satisfacción en comparación con las otras tres metodologías empleadas. También se identifica un aumento del rendimiento académico. Por último, el estudio establece la viabilidad técnica y pedagógica de la RA como recurso educativo e identifica su potencial para su inclusión en la enseñanza STEM.
Citas
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