Realidad aumentada en prácticas de laboratorio y su impacto en la usabilidad y el desempeño estudiantil

Abstract

The incorporation of emerging technologies in education has generated new alternatives to strengthen practical learning, especially in laboratory contexts, where limitations of time, resources, and safety often exist. In this regard, the present study aims to analyze the use of augmented reality in laboratory practices, considering its influence on the usability of technological tools and on student performance. The research was developed under a descriptive and analytical approach, through a systematic review of scientific literature and the analysis of documented educational experiences at different levels of education. The results show that the application of augmented reality facilitates the understanding of experimental procedures, improves student interaction with laboratory materials, and contributes to the reduction of errors during the execution of practices. Likewise, an increase in motivation and autonomous learning was identified when the tools present an intuitive design aligned with pedagogical objectives. The discussion of the findings allows these results to be interpreted as consistent with previous studies that highlight the value of interactive technologies in experiential learning. In conclusion, augmented reality constitutes an effective didactic strategy to optimize laboratory practices, provided that its implementation considers usability criteria and appropriate pedagogical integration.