Aplicación de realidad aumentada para la mejora del aprendizaje experiencial en los alumnos del 6 grado de la I.E N.º 00123, Rioja
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Date
2026-01-05
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Universidad Nacional de Cañete
Abstract
En la I.E. N.º 00123 – “Segunda Jerusalén” el método tradicional había generado desinterés académico, reflejado en bajos puntajes. Se planteó como objetivo evaluar si la aplicación de realidad aumentada mejoró el aprendizaje experiencial en los alumnos de 6.º grado. La investigación fue de tipo aplicada, con enfoque cuantitativo y diseño cuasiexperimental. La muestra incluyó a 58 estudiantes divididos en dos grupos: 6.º “C” (control) y 6.º “H” (experimental). Se emplearon la observación estructurada y una rúbrica validada por expertos. La intervención, basada en las cuatro fases del modelo de Kolb y desarrollada bajo metodología SCRUM, integró contenidos multimedia y modelos 3D interactivos. Los resultados mostraron que el grupo experimental mejoró sus calificaciones en 37 % (Experiencia Concreta), 19 % (Observación y Reflexión), 28 % (Conceptualización Abstracta) y 25 % (Experimentación Activa), frente al control, que obtuvo incrementos de 20 %, 16 %, 25 % y 19 %, respectivamente. Las mayores ganancias en Experiencia Concreta y Conceptualización Abstracta se atribuyen a que las actividades prácticas y los modelos 3D facilitan la manipulación directa y la construcción de representaciones mentales precisas. En cambio, Observación y Reflexión junto con Experimentación Activa requieren procesos de análisis crítico y aplicación práctica que demandan más tiempo de consolidación y acompañamiento docente. Además, la duración limitada de la intervención redujo la oportunidad de profundizar en dichas fases complejas, donde es necesario un mayor andamiaje pedagógico y diversidad de tareas para favorecer la transferencia del aprendizaje
At I.E. No. 00123 – “Segunda Jerusalén,” the traditional teaching method had fostered academic disengagement, reflected in low scores. The objective was to evaluate whether the application of augmented reality improved experiential learning among sixth-grade students. The study was applied in nature, with a quantitative approach and a quasi-experimental design. The sample comprised 58 students divided into two groups: 6th “C” (control) and 6th “H” (experimental). Structured observation and an expert-validated rubric were used. The intervention—based on Kolb’s four-phase experiential learning model and developed using SCRUM methodology— integrated multimedia content and interactive 3D models. Results showed that the experimental group improved their scores by 37% (Concrete Experience), 19% (Reflective Observation), 28% (Abstract Conceptualization), and 25% (Active Experimentation), compared to the control group’s gains of 20%, 16%, 25%, and 19%, respectively. The greater gains in Concrete Experience and Abstract Conceptualization are attributed to the fact that hands-on activities and 3D models facilitate direct manipulation and the construction of precise mental representations. In contrast, Reflective Observation and Active Experimentation require critical analysis and practical application, which demand more time for consolidation and instructional support. Furthermore, the limited duration of the intervention reduced the opportunity to deepen engagement in these more complex phases, where greater pedagogical scaffolding and task variety are needed to foster learning transfer. These results allow us to conclude that augmented reality contributed significantly to improving experiential learning among sixth-grade students at I.E. No. 00123, Rioja.
At I.E. No. 00123 – “Segunda Jerusalén,” the traditional teaching method had fostered academic disengagement, reflected in low scores. The objective was to evaluate whether the application of augmented reality improved experiential learning among sixth-grade students. The study was applied in nature, with a quantitative approach and a quasi-experimental design. The sample comprised 58 students divided into two groups: 6th “C” (control) and 6th “H” (experimental). Structured observation and an expert-validated rubric were used. The intervention—based on Kolb’s four-phase experiential learning model and developed using SCRUM methodology— integrated multimedia content and interactive 3D models. Results showed that the experimental group improved their scores by 37% (Concrete Experience), 19% (Reflective Observation), 28% (Abstract Conceptualization), and 25% (Active Experimentation), compared to the control group’s gains of 20%, 16%, 25%, and 19%, respectively. The greater gains in Concrete Experience and Abstract Conceptualization are attributed to the fact that hands-on activities and 3D models facilitate direct manipulation and the construction of precise mental representations. In contrast, Reflective Observation and Active Experimentation require critical analysis and practical application, which demand more time for consolidation and instructional support. Furthermore, the limited duration of the intervention reduced the opportunity to deepen engagement in these more complex phases, where greater pedagogical scaffolding and task variety are needed to foster learning transfer. These results allow us to conclude that augmented reality contributed significantly to improving experiential learning among sixth-grade students at I.E. No. 00123, Rioja.
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Keywords
Realidad aumentada, aprendizaje experiencial, modelo de Kolb
Citation
Lopez Chicana Frank Alexander , "Aplicación de realidad aumentada para la mejora del aprendizaje experiencial en los alumnos del 6 grado de la I.E N.º 00123, Rioja", Tesis para optar el grado de Ingeniero de Sistemas, Escuela de pregrado Facultad de Ingenieria de Sistemas. Universidad Nacional de Cañete. Cañete – Perú