<?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>S2007-74672025000100127</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2276</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transformando la educación: una comparativa entre apple vision pro y oculus quest 2 en la enseñanza de tecnología educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Transforming education: a comparison between apple vision pro and oculus quest 2 in educational technology teaching]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transformando a educação: uma comparação entre o apple vision pro e oculus quest 2 no ensino de tecnologia educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Rojas]]></surname>
<given-names><![CDATA[Jesús Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Hernández]]></surname>
<given-names><![CDATA[Yessica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez García]]></surname>
<given-names><![CDATA[María Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Nacional de México Tecnológico de Estudios Superiores de San Felipe del Progreso División de Ingeniería Informática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico Nacional de México Instituto Tecnológico Superior del Oriente del Estado de Hidalgo División de Ingeniería en Gestión Empresarial]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autonóma del Estado de Hidalgo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio se realizó para entender como tecnologías emergentes, como Apple Vision Pro y Oculus Quest 2, pueden transformar la enseñanza de la tecnología educativa. Se buscó responder a preguntas sobre cuál de estas dos herramientas es más efectiva, accesible e inmersiva para mejorar el proceso educativo. Para ello, se realizó una revisión documental y una encuesta con escala de Likert a educadores y estudiantes para evaluar efectividad, facilidad de uso y accesibilidad. Los resultados mostraron que Oculus Quest 2 fue preferido en varios aspectos: el 88.0% de los encuestados consideró que mejora la comprensión de conceptos tecnológicos, mientras que el 83.8% destacó su experiencia inmersiva. Además, un 82.8% lo evaluó como más fácil de integrar en el plan de estudios, y el 88.2% lo percibió como más accesible para estudiantes con diferentes niveles de habilidad tecnológica. Las conclusiones sugieren que Oculus Quest 2 es superior a Apple Vision Pro en la enseñanza de tecnología educativa, proporcionando a educadores una herramienta más efectiva y accesible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study was conducted to understand how emerging technologies, such as Apple Vision Pro and Oculus Quest 2, can transform the teaching of educational technology. It aimed to answer questions about which of these two tools is more effective, accessible, and immersive in enhancing the educational process. To achieve this, a review of previous studies and a Likert-scale survey were conducted with educators and students, assessing effectiveness, ease of use, and accessibility. The results showed a marked preference for Oculus Quest 2: 88.0% of respondents considered it more effective in improving understanding of technological concepts, and 83.8% highlighted its immersive experience. Additionally, 82.8% rated it easier to integrate into the curriculum, and 88.2% found it more accessible to students with different skill levels. The conclusions suggest that Oculus Quest 2 is superior to Apple Vision Pro in the teaching of educational technology, providing educators with a more effective and accessible tool.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo foi conduzido para entender como tecnologias emergentes, como Apple Vision Pro e Oculus Quest 2, podem transformar o ensino de edtech. O objetivo era responder a perguntas sobre qual dessas duas ferramentas é mais eficaz, acessível e imersiva para melhorar o processo educacional. Para tanto, foi realizada uma revisão documental e uma pesquisa utilizando uma escala Likert com educadores e alunos para avaliar eficácia, facilidade de uso e acessibilidade. Os resultados mostraram que o Oculus Quest 2 foi preferido em vários aspectos: 88,0% dos entrevistados consideraram que ele melhora a compreensão de conceitos tecnológicos, enquanto 83,8% destacaram sua experiência imersiva. Além disso, 82,8% classificaram-no como mais fácil de integrar ao currículo e 88,2% perceberam-no como mais acessível a alunos com diferentes níveis de capacidade tecnológica. As descobertas sugerem que o Oculus Quest 2 é superior ao Apple Vision Pro para o ensino de tecnologia educacional, fornecendo aos educadores uma ferramenta mais eficaz e acessível.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Apple Vision Pro]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza inmersiva]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[Realidad virtual]]></kwd>
<kwd lng="es"><![CDATA[Oculus Quest 2]]></kwd>
<kwd lng="en"><![CDATA[Apple Vision Pro]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Immersive teaching]]></kwd>
<kwd lng="en"><![CDATA[Oculus Quest 2]]></kwd>
<kwd lng="en"><![CDATA[Virtual reality]]></kwd>
<kwd lng="pt"><![CDATA[Apple Vision Pro]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem imersiva]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Realidade virtual]]></kwd>
<kwd lng="pt"><![CDATA[Oculus Quest 2]]></kwd>
</kwd-group>
</article-meta>
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