La aplicación de la realidad aumentada para desarrollar la motricidad gruesa de los alumnos de educación infantil: Una revisión sistemática
DOI:
https://doi.org/10.47197/retos.v61.110296Palabras clave:
digitalización, medios de aprendizaje, preescolar, desarrollo infantilResumen
El desarrollo de la tecnología ha revolucionado el mundo de la educación. La Realidad Aumentada (RA) es uno de los medios que está empezando a desarrollarse para el proceso de aprendizaje. La RA se ha convertido en una herramienta potencial para mejorar el proceso de aprendizaje de los niños. Este estudio pretende revisar sistemáticamente las investigaciones previas relacionadas con la aplicación de la RA para desarrollar las habilidades motoras gruesas de los alumnos de educación infantil. El proceso de recopilación de datos se llevó a cabo utilizando el método de los Elementos de Información Preferidos para Revisiones Sistemáticas y Metaanálisis (PRISMA), que fue adaptado en este estudio. Los resultados de la identificación de cinco bases de datos (SCOPUS, Pubmed, OpenAlex, Google Scholar y Crossref) obtuvieron 2807 documentos de publicaciones. Se realizó un análisis bibliométrico de 1938 artículos elegibles y se seleccionaron 10 artículos como revisión bibliográfica. Los resultados del análisis bibliométrico mostraron resultados menos significativos sobre la investigación de RA en el desarrollo de habilidades motoras en la primera infancia. Sin embargo, en general, la investigación sobre RA en la educación infantil ha experimentado un desarrollo significativo. Es necesario prestar más atención y centrarse más en el desarrollo de la investigación de las habilidades motoras de la primera infancia mediante la integración de la tecnología RA. Por lo tanto, la investigación sobre RA en educación infantil no se limita a lo cognitivo, sino que también se centra en las habilidades motoras.
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