Actitudes hacia las tecnologías de realidad aumentada y la inteligencia espacial en estudiantes superdotados
DOI:
https://doi.org/10.22633/rpge.v30i00.20998Palabras clave:
Realidad Aumentada, Actitud hacia la RA, Inteligencia espacial, Estudiantes superdotadosResumen
Este estudio empleó un modelo de encuesta para examinar la relación entre las actitudes de estudiantes superdotados de educación secundaria hacia las tecnologías de Realidad Aumentada (RA) y su inteligencia espacial, así como para determinar si estas variables difieren según el género, el uso diario de tecnología y el nivel educativo de los padres. La muestra estuvo compuesta por 72 estudiantes superdotados. Los resultados mostraron que los estudiantes presentan altos niveles tanto de actitudes hacia las tecnologías de RA como de inteligencia espacial. Se encontró una relación estadísticamente significativa entre la inteligencia espacial y la satisfacción con el uso de la RA. Las pruebas t para muestras independientes revelaron diferencias significativas en las actitudes hacia las tecnologías de RA, particularmente en la intención de uso, la satisfacción y la ansiedad, según el nivel de grado y los grupos de uso diario de tecnología. Los resultados sugieren que la integración de tecnologías de RA en entornos educativos puede apoyar el desarrollo de habilidades espaciales y enriquecer las experiencias de aprendizaje de estudiantes superdotados.
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