Realidad virtual y aumentada en pedagogía del deporte universitaria: revisión sistemática
DOI:
https://doi.org/10.59614/acief62026283Palabras clave:
Realidad virtual, Realidad aumentada, Pedagogía del deporte, Educación superior, Tecnología educativaResumen
La integración de la realidad virtual (VR) y la realidad aumentada (AR) en la formación universitaria en pedagogía del deporte ha ganado visibilidad creciente en la literatura científica, aunque sin una síntesis rigurosa que integre la evidencia disponible para este campo específico. Este estudio presenta una revisión sistemática de la literatura siguiendo el protocolo PRISMA 2020, con el objetivo de analizar el estado del conocimiento sobre el uso de VR/AR en programas universitarios de pedagogía del deporte publicado entre 2015 y 2025 en Scopus. La búsqueda inicial arrojó 263 registros, de los cuales 9 estudios cumplieron los criterios de inclusión. Los resultados revelan que la AR predomina sobre la VR en el corpus (cinco estudios frente a dos), con cuatro enfoques pedagógicos identificados: práctica simulada e inmersiva, retroalimentación biomecánica automatizada, visualización de contenidos técnicos y simulación de escenarios docentes. Ocho de los nueve estudios reportan eficacia pedagógica alta o moderada, con tamaños de efecto que oscilan entre d = 0.52 y d = 1.02. No obstante, el corpus evidencia limitaciones metodológicas relevantes: predominio de muestras pequeñas, ausencia de seguimiento longitudinal, dispersión de marcos teóricos y ausencia de contextos latinoamericanos. Se concluye que, si bien VR y AR constituyen herramientas pedagógicamente viables para la formación deportiva universitaria, la evidencia existente es aún incipiente y requiere estudios con mayor rigor metodológico, muestras diversificadas y marcos teórico-pedagógicos explícitos.
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Derechos de autor 2026 Wilson Montes Reyna, Jorge Maza-Córdova
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