El Efecto de la Realidad Aumentada en la Cognición Espacial: Desbloqueando la Geometría Tridimensional en el Bachillerato

Johnny Mauricio Lima-Narváez; Mayra Paola Torres Rodriguez; Carlos Eduardo Pule Andrade; Karen Vanessa Quelal Granda; Michael Estuardo Ponce Rosero; Pablo Andrés Vivas Sánchez

doi:10.70625/rlce/533

Authors

Johnny Mauricio Lima-Narváez Universidad Técnica del Norte Author https://orcid.org/0000-0001-7248-2211
Mayra Paola Torres Rodriguez Ministerio de Educación, Deporte y Cultura Author https://orcid.org/0009-0008-3407-2674
Carlos Eduardo Pule Andrade Academia Pule Author https://orcid.org/0009-0008-8157-2639
Karen Vanessa Quelal Granda Ministerio de Educación, Cultura y Deporte Author https://orcid.org/0009-0008-0326-4024
Michael Estuardo Ponce Rosero Unidad Educativa Municipal Sebastián de Benalcázar Author https://orcid.org/0009-0000-9607-9881
Pablo Andrés Vivas Sánchez Unidad Educativa Municipal Sebastián de Benalcázar Author https://orcid.org/0009-0006-3365-3413

DOI:

https://doi.org/10.70625/rlce/533

Keywords:

Realidad aumentada, Cognición espacial, Geometría tridimensional

Abstract

La enseñanza de la geometría 3D tiene dificultades por tener que representar objetos espaciales en superficies planas. Esta investigación buscó establecer la relación entre el uso de Realidad Aumentada (RA) y la cognición espacial en estudiantes de bachillerato. La metodología fue cuantitativa, descriptiva-correlacional, de diseño transversal, utilizando el Cuestionario de Realidad Aumentada y Geometría (CRAG), el cual demostró excelente fiabilidad (Alfa de Cronbach = 0,962). Los resultados descriptivos indicaron que el 79,6% de los alumnos alcanzó niveles medios y altos en interactividad tecnológica y habilidades espaciales. El análisis inferencial usando el coeficiente Rho de Spearman mostró una correlación positiva muy fuerte (r_s = 0,899; p < 0,01), lo que verifica que la RA es un mediador cognitivo. El modelo de regresión lineal (R² = 0,820) evidenció que la tecnología explica el 82% de la mejora en la rotación mental. Se determina que la incorporación de la RA al aula fortalece la inteligencia espacial, al permitir manipular estructuras geométricas complejas mediante un andamiaje visual interactivo.

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