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Permanent URI for this collectionhttps://hdl.handle.net/11285/345352
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- Augmented reality in educational innovation: A literature mapping review(Springer Link, 2024-02-23) Velarde Camaqui, Davis; Sanabria Zepeda, Jorge Carlos; Ramírez Montoya, María Soledad; Cebral Loureda, Manuel; https://ror.org/03ayjn504Among the emerging technologies that have been best received in education so far in the first quarter of the twenty-first century, Augmented Reality has been widely positioned. Despite its popularity, the characteristics of its influence and application are unknown in detail. This study focused on the context of Augmented Reality in education. Based on the PRISMA methodology, a systematic mapping was carried out from 70 articles published in the Scopus and Web of Science databases between the years 2011–2021. It was identified that: there is a preference for empirical studies; Spain has the highest scientific production; the studies were mostly directed at university students; and that virtual reality, education, educational technology, entrepreneurship and innovation are the main topics addressed. It is interpreted that there are opportunities in terms of: (1) Studies with mixed methodology; (2) Application in non-university population; and (3) Integration of Augmented Reality in the curriculum. Finally, it is deduced that the economic impulse of local organizations could support the geographic decentralization of Augmented Reality.
- Education in Latin America: Toward the Digital Transformation in Universities(Springer, 2021-09-20) Argüelles Cruz, Amadeo José; García Peñalvo, Francisco José; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyEducation in Latin America turned to the use of distance communica- tion strategies in the scenario’s face of health, social, and economic consequences resulting from the COVID-19 pandemic. This abrupt change meant reviewing a set of conditions that drastically affected quality teaching and education in the region. This chapter addresses the conditions that universities in Latin America countries must face in order to ensure that their students can develop quality knowledge through the conditions present in distance and hybrid models, and the efforts that must be concentrated on in teacher’s training, in order to professionalize in a more innovative manner in the face of digital and remote teaching. The factors that universities at the region should consider in their models to address the relevance and encourage the development of activities to meet their objectives and those of the community in which they take part. In the same way, the metrics, indicators and data for the areas of opportunity and the analysis of information used for decision making will be reviewed, and the use of artificial intelligence, Internet of Things, big data, data analytics, cloud computing and the complement information and communication technologies required in the digital transformation of the universities in the Latin America region.