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Mapeado científico de la Realidad Mixta en educación: análisis de palabras clave y acoplamiento bibliográfico

  • Gonzalo Lorenzo Lledó [1] ; Santiago Meliá Beigbeder [1] ; Alejandro Lorenzo Lledó [2] ; Andrea Cerdán Chacón [1]
    1. [1] Universitat d'Alacant

      Universitat d'Alacant

      Alicante, España

    2. [2] Universidad de Granada

      Universidad de Granada

      Granada, España

  • Localización: Revista general de información y documentación, ISSN-e 1988-2858, ISSN 1132-1873, Vol. 35, Nº 2, 2025, págs. 175-185
  • Idioma: español
  • DOI: 10.5209/rgid.106528
  • Títulos paralelos:
    • Scientific mapping of Mixed Reality in education: Keyword analysis and bibliographic coupling
  • Enlaces
  • Resumen
    • español

      En las sociedades actuales, la tecnología juega un papel crucial en la vida diaria. En los últimos años,el ámbito educativo ha mejorado gracias a la incorporación de tecnologías emergentes que favorecen los procesosde aprendizaje. Sin embargo, se observa una falta de estudios que profundicen en el uso de la Realidad Mixta en entornos educativos. La Realidad Mixta combina las ventajas de la Realidad Virtual y Realidad Aumentada, lo quela convierte en una herramienta prometedora para la educación. El objetivo de esta investigación es analizar lastendencias en el uso de la Realidad Mixta en contextos educativos mediante técnicas bibliométricas en el período 2005-2024. Para ello, se utilizó la base de datos Web of Science y la metodología PRISMA, lo que resultó en unamuestra final de 159 documentos. Los resultados muestran una línea de investigación centrada en el uso combinadode Realidad Mixta, Realidad Aumentada y Realidad Virtual en la educación. También se identifica una líneaorientada a la mejora de la comunicación y la interacción social en alumnado con autismo. Publicaciones clavecomo las de Tang et al. (2020) y Maas y Hughes (2020) han sido fundamentales para el desarrollo de diferentesáreas de estudio. Se concluye que existen áreas, como la educación primaria y secundaria, donde el uso de la RMaún no ha sido explorado en profundidad. Como propuesta para futuras investigaciones, se sugiere el uso de herramientas de software que permitan analizar indicadores cualitativos y cuantitativos adicionales sobre laspublicaciones en este campo.

    • English

      In today’s societies, technology plays a crucial role in daily life. In recent years, the educational field has benefited from the incorporation of emerging technologies that enhance learning processes. However, there is a lack of studies that delve into the use of mixed reality in educational settings. Mixed Reality combines the advantages of virtual and augmented reality, making it a promising tool for education. The aim of this research is to analyze trends in the use of Mixed Reality in educational contexts through bibliometric techniques. For this purpose, the Web of Science database and the PRISMA methodology were used, resulting in a final sample of 159 documents. The findings reveal a research line focused on the combined use of Mixed Reality, Augmented Reality, and Virtual Reality in education. Another line focuses on applying Mixed Reality to improve communication and social interaction for students with autism. Key publications such as those by Tang et al. (2020) and Maas and Hughes (2020) have been fundamental in shaping different research areas. It is concluded that there are still areas, such as primary and secondary education, where the use of Mixed Reality has not been explored in depth. As a suggestion for future research, it is recommended to use software tools that allow the analysis of additional qualitative and quantitative indicators related to publications in this field.

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