Aplicación de Realidad Aumentada (RA) y Realidad Virtual (RV) en el diseño de productos interactivos para empresas del sector educativo en comunidades rurales.
| dc.contributor.advisor | Fernández Torres, Ana Del Rocío | |
| dc.contributor.author | Muñoz Cedeño, Jeysi Anthony | |
| dc.date.accessioned | 2025-04-25T17:49:52Z | |
| dc.date.available | 2025-04-25T17:49:52Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/17926 | |
| dc.description | This study analyzes the capacity of Augmented Reality and Virtual Reality in the design of interactive products for the education sector, paying special attention to rural communities. Through a descriptive methodology, the main applications of these technologies were determined, in addition to the benefits and challenges linked to their implementation with limited resources. The findings show that Augmented Reality promotes the integration of digital content with the physical environment, facilitating a better understanding of abstract and complex concepts. On the other hand, Virtual Reality offers immersive experiences that enhance hands-on learning, allowing students to explore simulated environments without the limitations of the real world. Important barriers to its implementation were identified, such as the lack of technological infrastructure, the high cost of devices and the need to train teachers. Based on these results, tactics are proposed to promote the integration of Augmented Reality and Virtual Reality in rural education, including the strengthening of infrastructure, teacher training and the creation of content adapted to the needs of students. The research concludes that, although these technologies have great educational potential, their implementation requires coordinated efforts to ensure their accessibility and sustainability over time. | es_ES |
| dc.description | This study analyzes the capacity of Augmented Reality and Virtual Reality in the design of interactive products for the education sector, paying special attention to rural communities. Through a descriptive methodology, the main applications of these technologies were determined, in addition to the benefits and challenges linked to their implementation with limited resources. The findings show that Augmented Reality promotes the integration of digital content with the physical environment, facilitating a better understanding of abstract and complex concepts. On the other hand, Virtual Reality offers immersive experiences that enhance hands-on learning, allowing students to explore simulated environments without the limitations of the real world. Important barriers to its implementation were identified, such as the lack of technological infrastructure, the high cost of devices and the need to train teachers. Based on these results, tactics are proposed to promote the integration of Augmented Reality and Virtual Reality in rural education, including the strengthening of infrastructure, teacher training and the creation of content adapted to the needs of students. The research concludes that, although these technologies have great educational potential, their implementation requires coordinated efforts to ensure their accessibility and sustainability over time. | es_ES |
| dc.description.abstract | El presente estudio analiza la capacidad de la Realidad Aumentada y la Realidad Virtual en el diseño de productos interactivos para el sector educativo, poniendo especial atención en las comunidades rurales. A través de una metodología descriptiva, se determinaron las principales aplicaciones de estas tecnologías, además de los beneficios y desafíos vinculados a su implementación con recursos limitados. Los hallazgos demuestran que la Realidad Aumentada promueve la integración de contenido digital con el entorno físico, facilitando un mejor entendimiento de conceptos abstractos y complejos. Por otro lado, la Realidad Virtual ofrece experiencias inmersivas que potencian el aprendizaje práctico, permitiendo a los estudiantes explorar entornos simulados si las limitaciones del mundo real. Se identificaron barreras importantes para su implementación, como la falta de infraestructura tecnológica, el alto costo de los dispositivos y la necesidad de capacitar a los docentes. A partir de estos resultados, se proponen tácticas para promover la integración de la Realidad Aumentada y la Realidad Virtual en la educación rural, incluyendo el fortalecimiento de la infraestructura, la capacitación docente y la creación de contenido adaptado a las necesidades de los estudiantes. La investigación concluye que, aunque estas tecnologías poseen un gran potencial educativo, su implementación requiere esfuerzos coordinados para asegurar su accesibilidad y sostenibilidad a lo largo del tiempo. | es_ES |
| dc.format.extent | 43 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | Babahoyo: UTB-FAFI. 2025 | es_ES |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Realidad Aumentada | es_ES |
| dc.subject | Realidad Virtual | es_ES |
| dc.subject | Productos interactivos | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Inmersivo | es_ES |
| dc.subject | Innovación en educación | es_ES |
| dc.subject.other | Sistemas de Información | es_ES |
| dc.title | Aplicación de Realidad Aumentada (RA) y Realidad Virtual (RV) en el diseño de productos interactivos para empresas del sector educativo en comunidades rurales. | es_ES |
| dc.type | bachelorThesis | es_ES |
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