<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200985</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2663</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Beneficios reportados de la realidad virtual y la realidad aumentada en la educación superior: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Reported benefits of virtual reality and augmented reality in higher education: a systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Benefícios relatados da realidade virtual e da realidade aumentada no ensino superior: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zepeda Llamas]]></surname>
<given-names><![CDATA[Jesús Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Balderrama]]></surname>
<given-names><![CDATA[Jorge Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arellano Grajales]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigación en Alimentación y Desarrollo A.C.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigación en Alimentación y Desarrollo A.C.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Investigación en Alimentación y Desarrollo A.C.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200985&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200985&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200985&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las tecnologías inmersivas (TI) como la Realidad Virtual (RV) y la Realidad Aumentada (RA) han cobrado creciente importancia como herramientas que pueden potenciar los procesos de enseñanza-aprendizaje en la educación superior. Su capacidad de recrear escenarios complejos a través de simulaciones apoya la formación práctica y fomenta la motivación del alumnado, especialmente en áreas como la medicina, las ingenierías y las ciencias naturales. El objetivo de este artículo es analizar de qué manera las aplicaciones de RV y RA influyen en las distintas dimensiones del aprendizaje en educación superior, identificando sus beneficios, limitaciones y perspectivas de aplicación. Dado el carácter heterogéneo de la evidencia empírica sobre el tema, se realizó una revisión sistemática (PRISMA 2020) de 21 estudios experimentales y cuasi experimentales publicados entre 2017 y 2024, consultando las bases de datos Scopus, Web of Science y EBSCOhost. Los resultados muestran que los estudiantes registran una mejora sustancial en el aprendizaje conceptual, la retención de información, la transferencia de habilidades, el compromiso estudiantil, así como beneficios en el trabajo colaborativo y la empatía, particularmente en contextos médicos y de ciencias sociales. Aunque persisten limitaciones provenientes de la corta duración de los estudios y su concentración en países desarrollados, se concluye que la RV y la RA presentan un alto potencial transformador para la educación superior, siempre que su implementación se base en investigación longitudinal, métricas comunes y una adecuada formación docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Immersive technologies (ITs) such as Virtual Reality (VR) and Augmented Reality (AR) have gained increasing importance as tools that can enhance teaching-learning processes in higher education. Their ability to recreate complex scenarios through simulations supports practical training and fosters student motivation, especially in areas such as medicine, engineering, and natural sciences. The objective of this article is to analyze how VR and AR applications influence different dimensions of learning in higher education, identifying their benefits, limitations, and application prospects. Given the heterogeneous nature of the empirical evidence on the subject, a systematic review (PRISMA 2020) of 21 experimental and quasi-experimental studies published between 2017 and 2024 was conducted, consulting the Scopus, Web of Science, and EBSCOhost databases. The results show that students report substantial improvements in conceptual learning, information retention, skill transfer, student engagement, as well as benefits in collaborative work and empathy, particularly in medical and social science contexts. Although limitations persist due to the short duration of studies and their concentration in developed countries, it is concluded that VR and AR have significant transformative potential for higher education, as long as their implementation is based on longitudinal research, common metrics, and adequate teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tecnologias imersivas (TIs), como Realidade Virtual (RV) e Realidade Aumentada (RA), têm ganhado crescente importância como ferramentas que podem aprimorar os processos de ensino e aprendizagem no ensino superior. Sua capacidade de recriar cenários complexos por meio de simulações apoia o treinamento prático e fomenta a motivação dos alunos, especialmente em áreas como medicina, engenharia e ciências naturais. O objetivo deste artigo é analisar como as aplicações de RV e RA influenciam diferentes dimensões da aprendizagem no ensino superior, identificando seus benefícios, limitações e perspectivas de aplicação. Dada a natureza heterogênea das evidências empíricas sobre o tema, foi realizada uma revisão sistemática (PRISMA 2020) de 21 estudos experimentais e quase experimentais publicados entre 2017 e 2024, consultando as bases de dados Scopus, Web of Science e EBSCOhost. Os resultados mostram que os alunos relatam melhorias substanciais na aprendizagem conceitual, retenção de informações, transferência de habilidades, engajamento estudantil, bem como benefícios no trabalho colaborativo e na empatia, particularmente em contextos médicos e de ciências sociais. Embora persistam limitações devido à curta duração dos estudos e à sua concentração em países desenvolvidos, conclui-se que a RV e a RA têm um potencial transformador significativo para o ensino superior, desde que sua implementação seja baseada em pesquisa longitudinal, métricas comuns e treinamento adequado dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnologías de RV y RA]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[revisión]]></kwd>
<kwd lng="en"><![CDATA[VR and AR technologies]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[literature review]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias de RV e RA]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[revisão]]></kwd>
</kwd-group>
</article-meta>
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