Realidad aumentada y desarrollo de competencias prácticas en estudiantes de rehabilitación física y fisioterapia:

Guillermina Lisette Cabrera Miranda; Gabriel José Suárez Lima

doi:10.46642/efd.v31i337.8939

Guillermina Lisette Cabrera Miranda Instituto Universitario Bolivariano de La Atarazana https://orcid.org/0009-0009-5934-6640
Gabriel José Suárez Lima Universidad Estatal de Milagro (UNEMI) http://orcid.org/0000-0001-8466-002X

DOI: https://doi.org/10.46642/efd.v31i337.8939

Abstract

This study addresses the problem of limitations in the development of practical competencies among physical rehabilitation students in higher education. The objective was to analyze the impact of augmented reality as an educational strategy to strengthen these competencies during the period 2020-2025. A systematic literature review was conducted following PRISMA 2020 guidelines, through searches in databases such as Scopus, PubMed, ERIC, Web of Science and Scielo, applying predefined inclusion and exclusion criteria. A total of 13 studies were included, which demonstrate the use of augmented reality in educational processes in physiotherapy and related fields. The results show that the implementation of this technology promotes meaningful learning, improves the acquisition of practical skills, clinical performance, and understanding of procedures, as well as increases student motivation and participation. It is concluded that augmented reality is an innovative tool with high potential to strengthen the development of practical competencies and transform teaching-learning processes in the training of physical rehabilitation professionals.

Keywords: Augmented reality, Practical competencies, Physioterapy, Higher Education, Educational innovation

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