Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Juan Gabriel López Solórzano; Christian Jonathan Ángel Rueda

doi:10.6018/red.540731

Autores/as

Juan Gabriel López Solórzano Universidad Autónoma de Querétaro https://orcid.org/0000-0001-8643-1650
Christian Jonathan Ángel Rueda Universidad Autónoma de Querétaro https://orcid.org/0000-0002-4780-874X

Palabras clave: Realidad Aumentada, Realidad Virtual, Mundos Virtuales, Programación, Entornos digitales inmersivos tridimensionales

Resumen

En la actualidad los entornos digitales inmersivos tridimensionales (EDIT) se han aplicado al ámbito educativo, siendo la Realidad Aumentada, Realidad Virtual y los Mundos Virtuales las tecnologías más representativas. Actualmente en la literatura existen revisiones sistemáticas que abordan cada tecnología por separado, haciendo evidente la necesidad de un estudio que abarque todas las tecnologías y más puntualmente que se aplique a la enseñanza aprendizaje de la programación de computadoras. En el presente estudio se analizaron 64 investigaciones que están relacionadas a la enseñanza de algún tema sobre la programación de computadoras en diversos niveles educativos. Entre los principales resultados se destaca que 57 estudios desarrollaron su propia herramienta o aplicación, lo cual pone de manifiesto la poca o nula utilidad práctica de los desarrollos puesto que solamente se utilizan para sus experimentos. Además, la mayoría de los trabajos presentan las bondades de sus herramientas y solamente 12 estudios mencionan algún problema al utilizar los EDIT en la enseñanza de la programación. Finalmente, se destaca el uso de los EDIT principalmente para la enseñanza del tema de estructuras de control en programación. Este tema es primordial ya que permite a los estudiantes modificar el flujo de ejecución de las instrucciones de un programa.

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