Realidad aumentada en la enseñanza de la instrumentación en materias STEM: aprendizaje inmersivo mediante PEARL en educación superior

Ginés Morales-Méndez; Ana Belén Lozano-Avilés; Jesús Robles-Robles

Autores/as

Ginés Morales-Méndez Universidad de Murcia https://orcid.org/0000-0002-4384-6837
Ana Belén Lozano-Avilés Universidad de Murcia https://orcid.org/0000-0003-1568-8568
Jesús Robles-Robles Universidad de Murcia https://orcid.org/0009-0001-6673-9188

Palabras clave: realidad aumentada, educación STEM, instrumentación electrónica, aprendizaje inmersivo, laboratorios virtuales

Resumen

La comprensión y el manejo de la instrumentación es una habilidad fundamental para los estudiantes, especialmente en los campos de ciencia, tecnología, ingeniería y matemáticas (STEM). No obstante, el acceso restringido a laboratorios, la complejidad en el manejo de equipos reales y la exigencia de una supervisión experta presentan obstáculos considerables para un aprendizaje seguro y efectivo. En este marco, PEARL (Paderborner Elektrotechnik Augmented Reality Labor) emerge como una aplicación formativa innovadora que utiliza la realidad aumentada (RA). Esta plataforma permite a los usuarios interactuar de manera inmersiva con herramientas como osciloscopios, generadores de funciones, y multímetros, enriqueciendo los ambientes físicos con información aumentada para simular operaciones y procedimientos en tiempo real. Este estudio analiza su impacto en el aprendizaje a través de un enfoque cuasi-experimental que incluye grupos de control y experimental. Los resultados muestran mejoras significativas en el rendimiento técnico y en la autoconfianza del grupo que utilizó RA, así como una valoración alta en términos de usabilidad y experiencia de uso. Estos hallazgos refuerzan la efectividad de PEARL como recurso para la enseñanza de la instrumentación electrónica en educación superior, ayudando a mitigar las limitaciones de los laboratorios tradicionales y promoviendo metodologías de aprendizaje activas, accesibles y seguras.

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