<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322025000200007</article-id>
<article-id pub-id-type="doi">10.22458/ie.v27i43.5569</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento académico y emociones de logro de estudiantes de primaria en una intervención con tecnologías inmersivas en el aula de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic performance and emotions of elementary school students in an intervention with immersive technologies in the mathematics classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desempenho académico e emoções de realização dos alunos do ensino básico numa intervenção com tecnologias imersivas na sala de aula de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval-Henríquez]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Badilla-Quintana]]></surname>
<given-names><![CDATA[María Graciela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acuña-Jara]]></surname>
<given-names><![CDATA[Catalina Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>43</numero>
<fpage>7</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322025000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322025000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322025000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evidencia sobre el efecto de tecnologías inmersivas en el aprendizaje es contradictoria, pues a menudo se presta mayor atención a la tecnología que a la pedagogía. La investigación buscó determinar el efecto de la realidad aumentada y la realidad virtual en el rendimiento académico de estudiantes de cuarto grado en educación matemática, así como describir las emociones de logro en la intervención pedagógica. El diseño antes y después se realizó con un grupo de 35 estudiantes, 21 niños y 14 niñas, con una edad promedio de 9 años, pertenecientes a una escuela de Chile. La intervención consistió en tres sesiones de 90 minutos cada una, donde el estudiantado pudo interactuar con tecnologías para fortalecer sus conceptos geométricos. Además, se administraron pruebas de contenido antes y después para la evaluación del aprendizaje, y un cuestionario de emociones durante la intervención. Los resultados revelaron un efecto significativo en el rendimiento académico, demostrando un tamaño del efecto grande (d = .79). Los hallazgos indican la ausencia de diferencias significativas en el desempeño entre niños y niñas. Además, se identificaron emociones positivas en las actividades. La investigación aboga por la priorización de objetivos y de resultados de aprendizaje por encima de la contribución tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Evidence about the effect of immersive technologies on learning is contradictory, because it is often payed more attention to technology than to pedagogy. This research sought to determine the effect of augmented reality and virtual reality in academic performance of Forth grade students in Mathematics, as well to describe the achievement emotions in the pedagogical intervention. The before and after design was developed with a group of 35 students, 21 boys and 14 girls, with 9 years in average, belonging to a school in Chile. The intervention consisted in three 90-minutes sessions where students interacted with technologies to enhance their geometrical concepts. In 8 Educación en transformación: experiencias, saberes y tecnologías addition, to assess learning content tests were administrated before and after the intervention, and a questionnaire of emotions during it. Results reveled a significant effect in the academic performance, demonstrating a large effect size (d = .79). Findings indicate absence of significant differences in performance between boys and girls. Furthermore, positive emotions in the activities were identified. Research advocates for prioritization of objectives and learning outcomes above the technological contribution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A evidência sobre o efeito das tecnologias imersivas na aprendizagem é contraditória, pois frequentemente presta-se maior atenção à tecnologia do que à pedagogia. A pesquisa buscou determinar o efeito da realidade aumentada e da realidade virtual no desempenho académico de estudantes de quarta série em educação matemática, bem como descrever as emoções de realização na intervenção pedagógica. O desenho antes e depois foi realizado com um grupo de 35 estudantes, 21 meninos e 14 meninas, com uma idade média de 9 anos, pertencentes a uma escola no Chile. A intervenção consistiu em três sessões de 90 minutos, onde os alunos interagiram com tecnologias para fortalecer seus conceitos geométricos. Além disso, foram administrados testes de conteúdo antes e depois para a avaliação da aprendizagem, e um questionário de emoções durante a intervenção. Os resultados revelaram um efeito significativo no desempenho acadêmico, demonstrando um tamanho de efeito grande (d = 0,79). Os resultados indicam a ausência de diferenças significativas no desempenho entre meninos e meninas. Além disso, identificaram-se emoções positivas nas atividades. A pesquisa advoga pela priorização de objetivos e resultados da aprendizagem por cima da contribuição tecnológica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[tecnología]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
</kwd-group>
</article-meta>
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