<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300001</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La innovación en el aula universitaria a través de la realidad aumentada. Análisis desde la perspectiva del estudiantado español y latinoamericano]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation in the university classroom through augmented reality. Analysis from the perspective of the spanish and latin american students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inovação na sala de aula universitária através da realidade aumentada. Análise a parti da perspectiva de estudantes de espanhol e latino-americano]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero-Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez-Cano]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villota-Oyarvide]]></surname>
<given-names><![CDATA[Wellington Remigio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Meneses]]></surname>
<given-names><![CDATA[Eloy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica Santiago de Guayaquil  ]]></institution>
<addr-line><![CDATA[Santiago de Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Pablo de Olavide  ]]></institution>
<addr-line><![CDATA[ Sevilla]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>1</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo . Este artículo analiza las experiencias de innovación universitaria con tecnologías inmersivas (realidad aumentada, RA) de diversas titulaciones de la Universidad Pablo de Olavide de Sevilla (España) y de la Universidad Católica de Santiago de Guayaquil (Ecuador) correspondiente al curso académico 2018-2019.  Metodología . A través de una metodología mixta de análisis de datos (cuantitativa y cualitativa) y el diseño de un cuestionario ad hoc de elaboración propia se analizaron las percepciones de 202 estudiantes en relación con las ventajas y desventajas de la RA y las apps de realidad aumentada utilizadas en los seminarios de Tecnologías Emergentes en contextos educativos, impartidos en ambas universidades.  Resultados . Los resultados muestran que las aplicaciones móviles más valoradas fueron: QuiverVisión y Hp Revail por su interactividad, entorno usable y su proyección didáctica en contextos formativos, especialmente en edades tempranas.  Conclusiones . El estudiantado percibe, como principales ventajas de la RA, el desarrollo de habilidades cognitivas y competenciales y, como principales desventajas, la necesidad de formación del profesorado universitario para la implementación en las aulas y los posibles efectos adversos de la brecha digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. This article analyzes the experiences of university innovation with immersive technologies (Augmented Reality, RA) of various degree programs at the Pablo de Olavide University of Seville (Spain) and the Catholic University of Santiago de Guayaquil (Ecuador) corresponding to the academic year 2018-2019.  Method.  Through a mixed methodology of data analysis (quantitative and qualitative) and the design of an ad hoc questionnaire of own elaboration, the perceptions of 202 students were analyzed in relation to the advantages and disadvantages of the RA and the Augmented Reality apps used in the Emerging Technologies seminars in educational contexts, taught in both universities.  Results. The results show that the most valued mobile applications were QuiverVisión and HP Reveal because of their interactivity, wearable environment, and educational projection in formative contexts, especially at early ages.  Conclusions . Students perceive the development of cognitive skills and the development of competencies as the main advantages of RA. Likewise, as main disadvantages, the need for university teacher training for classroom implementation and the possible adverse effects of the digital divide.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Este artigo analisa as experiências de inovação universitária com tecnologias imersivas (Realidade Aumentada, RA) de vários graus da Universidade Pablo de Olavide de Sevilha (Espanha) e da Universidade Católica de Santiago de Guayaquil (Equador) correspondentes ao ano letivo de 2018-2019.  Metodologia. Por meio de uma metodologia mista de análise de dados (quantitativa e qualitativa) e do desenho de um questionário ad hoc de elaboração própria, as percepções de 202 estudantes foram analisadas em relação às vantagens e desvantagens dos aplicativos RA e das aplicações de Realidade Aumentada utilizadas nos seminários de Tecnologias Emergentes em contextos educacionais, ministrados em ambas as universidades.  Resultados. Os resultados mostram que as aplicações tecnológicas mais valorizadas foram: QuiverVisión e Hp Revail por sua interatividade, ambiente amigável e sua projeção educacional em contextos formativos, especialmente em idades precoces.  Conclusão.  É perceptível por parte de estudantes que, como principais vantagens da AR, seria o desenvolvimento de habilidades cognitivas e de competência e, como principais desvantagens, a necessidade de formação do corpo docente universitário para a implementação em sala de aula e os possíveis efeitos adversos da exclusão digital.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnología emergente]]></kwd>
<kwd lng="es"><![CDATA[realidad aumentada]]></kwd>
<kwd lng="es"><![CDATA[apps educativas]]></kwd>
<kwd lng="es"><![CDATA[innovación universitaria]]></kwd>
<kwd lng="en"><![CDATA[Technological education]]></kwd>
<kwd lng="en"><![CDATA[augmented reality]]></kwd>
<kwd lng="en"><![CDATA[educational apps]]></kwd>
<kwd lng="en"><![CDATA[university innovation]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia emergente]]></kwd>
<kwd lng="pt"><![CDATA[realidade aumentada]]></kwd>
<kwd lng="pt"><![CDATA[aplicativos educacionais]]></kwd>
<kwd lng="pt"><![CDATA[inovação universitária]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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