Realidad Aumentada en el aprendizaje del cuerpo humano con metodologías activas para séptimo año de Educación General Básica

This study examined the impact of integrating augmented reality (AR) with active methodologies on learning about the human body among seventh-grade Basic General Education students. A quantitative quasi-experimental pretest–posttest design with intact groups was used: experimental (n = 30) and control (n = 30). The intervention comprised eight sessions guided by a Systematic AR Integration Protocol (P‑E‑A model: Preparation–Execution–Evaluation) and supported by anatomy apps for 3D exploration. Learning was assessed with an objective test (0–20). The experimental group improved from pretest (M = 17.30; SD = 1.37) to posttest (M = 19.23; SD = 0.77), t(29) = 7.14, p < .001, dz = 1.30, whereas the control group showed no significant change, W = 150.0, p = .511. Between-group comparisons indicated differences in posttest scores (U = 824.0, p < .001, r = .71) and gain scores (Δ) (U = 654.0, p = .002, r = .39). In the experimental group, perceptions of AR were high (M = 71.93; SD = 2.72) and educational motivation (ARCS) was near the maximum (M = 46.60; SD = 3.28). Overall, the findings suggest that a structured integration of AR with active methodologies supports learning and may strengthen students’ interest in Natural Sciences.