Itinerant inclusion and situated technological mediation: democratizing augmented reality for space observation in resource-limited classrooms
DOI:
https://doi.org/10.63688/p91dzf39Keywords:
augmented reality, spatial thinking, digital divide, solar systemAbstract
The digital divide continues to limit the incorporation of emerging technologies in public institutions with limited technological resources, especially in scientific areas that require high levels of visual and spatial abstraction. The objective of the study was to evaluate the effect of a didactic intervention based on augmented reality on spatial thinking associated with the comprehension of astronomical content in fifth-grade primary school students. The research was developed under a quantitative approach, with a quasi-experimental design of pre-test and post-test applied to a single group. The sample consisted of 28 students from a public elementary school in Xalapa, Veracruz, Mexico. For data collection, the Analytical Rubric of Astronomical Spatial Thinking was used, validated by expert judgment and with interjudge reliability estimated by Kappa de Fleiss (k = 0.84). The intervention was organized into eight sessions using rotary stations, sharing of a mobile device, printed scoreboards, and complementary analog activities. The results showed an increase in the mean from 5.2 in the pretest to 8.9 in the posttest, with a statistically significant difference according to the Wilcoxon test (p < 0.001). It is concluded that augmented reality, integrated through an itinerant inclusion strategy, can favor spatial thinking and democratize technological experiences in classrooms with limited infrastructure.
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), Article 100532. https://doi.org/10.1016/j.ssaho.2023.100532
Alòs, F., Aldon Mínguez, D., Cárdenas-Ramos, M., Cancio-Trujillo, J. M., Cánovas Zaldúa, Y., & Puig-Ribera, A. (2024). La salud móvil en atención primaria. Nuevos desafíos en el desarrollo de soluciones para promover la actividad física y el bienestar. Atención Primaria, 56(8), Article 102900. https://doi.org/10.1016/j.aprim.2024.102900
Alva de la Selva, A. R. (2015). Los nuevos rostros de la desigualdad en el siglo XXI: La brecha digital. Revista Mexicana de Ciencias Políticas y Sociales, 60(223), 265–285. https://doi.org/10.1016/S0185-1918(15)72138-0
Alvarado Escobar, C., Duaso, E., Montiel, I., Colomer, N., Gamboa, A., & Amblàs, J. (2026). Impacto del Modelo de Asignación Diagnóstica y Terapéutica (MADiT) en la calidad de la atención en las personas mayores institucionalizadas: Estudio cuasiexperimental. Atención Primaria, 58(5), Article 103468. https://doi.org/10.1016/j.aprim.2026.103468
Calle-Álvarez, G. Y., & Vargas-Franco, C. V. (2022). Estilos de aprendizaje en el desarrollo del pensamiento espacial y geométrico en la básica primaria. Revista Lasallista de Investigación, 19(2). https://doi.org/10.22507/rli.v19n2a7
Cendrero-Ugena, C., de Paz-Cantos, S., González-Marrón, A., Lidón-Moyano, C., Díez-Izquierdo, A., & Martínez-Sánchez, J. M. (2026). Revisión de alcance de las herramientas de medición de uso de teléfonos inteligentes. Anales de Pediatría, 104(3), Article 504156. https://doi.org/10.1016/j.anpedi.2026.504156
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Díaz Quesada, F., Carvajal Alfaro, V., & Sequeira Castro, D. (2025). Explorando el universo: Enseñanza de astronomía a través de la literatura. Comunicación, 34(1). https://doi.org/10.18845/rc.v34i1.8095
García Franco, A., & Taber, K. S. (2010). Pensamiento intuitivo y aprendizaje de la química. Educación Química, 21(2), 111–117. https://doi.org/10.1016/S0187-893X(18)30160-5
Javaid, M., Haleem, A., Singh, R. P., & Dhall, S. (2024). Role of virtual reality in advancing education with sustainability and identification of additive manufacturing as its cost-effective enabler. Sustainable Futures, 8, Article 100324. https://doi.org/10.1016/j.sftr.2024.100324
Marín-Díaz, V., & Sampedro-Requena, B. E. (2020). La realidad aumentada en educación primaria desde la visión de los estudiantes. Alteridad. Revista de Educación, 15(1). https://doi.org/10.17163/alt.v15n1.2020.05
Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., & Kreibel, D. (2023). Impacto de la inteligencia artificial en los métodos de evaluación en la educación primaria y secundaria: Revisión sistemática de la literatura. Revista de Psicodidáctica, 28(2), 93–103. https://doi.org/10.1016/j.psicod.2023.06.001
Merino, C., Pino, S., Meyer, E., Garrido, J. M., & Gallardo, F. (2015). Realidad aumentada para el diseño de secuencias de enseñanza-aprendizaje en química. Educación Química, 26(2), 94–99. https://doi.org/10.1016/j.eq.2015.04.004
Nguyen, T. T. B., & Resna, R. W. (2026). Efecto del paciente estandarizado en la elaboración de historias clínicas por parte de los estudiantes de enfermería en Vietnam: Un estudio cuasiexperimental. Enfermería Clínica. https://doi.org/10.1016/j.enfcli.2026.502472
Olarewaju, G. S., Adebayo, S. B., Omotosho, A. Y., & Olajide, C. F. (2021). Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic. International Journal of Educational Research Open, 2, Article 100092. https://doi.org/10.1016/j.ijedro.2021.100092
Padilla Yaá, Z. I., & Barrera Rojas, M. A. (2025). Una revisión documental de la evolución del concepto de brecha digital. Sintaxis, 15. https://doi.org/10.36105/stx.2025n15.10
Ramírez-Castañeda, L. A., & Sepúlveda-López, J. J. (2018). Brecha digital e inclusión digital: Fenómenos socio-tecnológicos. Revista EIA, 15(30). https://doi.org/10.24050/reia.v15i30.1152
Riera Arias, G., Bao Fang Rodríguez Rubio, A., Casadevall Arnaus, M., Serra Corcoll, J., Arnau Solé, G., & Prat Gil, N. (2026). Efecto de una intervención grupal interdisciplinar en pacientes frágiles: Un estudio cuasiexperimental pre-post. Atención Primaria, 58(2), Article 103412. https://doi.org/10.1016/j.aprim.2025.103412
Salgado Reveles, M. A. (2023). Los efectos de la realidad virtual y la realidad aumentada en las actitudes hacia la ciencia en alumnos mexicanos de nivel primaria. PAAKAT: Revista de Tecnología y Sociedad, 13(25). https://doi.org/10.32870/pk.a13n25.804
Singh, S., Kaur, A., & Gulzar, Y. (2024). The impact of augmented reality on education: A bibliometric exploration. Frontiers in Education, 9, Article 1458695. https://doi.org/10.3389/feduc.2024.1458695
Vidal-Alaball, J., Alarcon Belmonte, I., Panadès Zafra, R., Escalé-Besa, A., Acezat Oliva, J., & Saperas Perez, C. (2023). Abordaje de la transformación digital en salud para reducir la brecha digital. Atención Primaria, 55(9), Article 102626. https://doi.org/10.1016/j.aprim.2023.102626
Wang, F., Ni, X., Zhang, M., & Zhang, J. (2024). Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents. Computers & Education, 213, Article 105003. https://doi.org/10.1016/j.compedu.2024.105003
Published
Issue
Section
License
Copyright (c) 2026 Aline Yareth Hernández Rebolledo, César Antonio Acosta Fernández, Yosahandi Jiménez Olmedo (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
