Mejorando la comprensión conceptual de los estudiantes de preparatoria sobre química ácido-base mediante módulos de realidad aumentada
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Comprender el concepto de ácido-base requiere manejar múltiples representaciones. La tecnología de Realidad Aumentada (RA) ha mostrado potencial para mejorar la comprensión de los estudiantes sobre conceptos químicos. En consecuencia, se han desarrollado módulos digitales que integran funciones de RA. Este estudio tuvo como objetivo crear un módulo de concepto ácido-base basado en RA válido y factible, y evaluar su efectividad para mejorar la comprensión conceptual de los estudiantes. La investigación siguió un marco de Investigación y Desarrollo, empleando el modelo ADDIE como enfoque metodológico. Se utilizó un diseño de grupo único con pretest y postest para evaluar la efectividad del módulo. Treinta estudiantes de segundo grado de preparatoria en ciencias, que previamente habían estudiado conceptos de ácido-base, fueron seleccionados mediante muestreo por conveniencia. Los instrumentos incluyeron pruebas de opción múltiple y cuestionarios desarrollados por los investigadores. El módulo alcanzó un puntaje de validación de 87.65% y un índice de ganancia de 0.56, indicando alta factibilidad. La prueba del producto final mostró una mejora significativa en la comprensión conceptual de los estudiantes (Sig. 0.000 < 0.05). Los estudiantes reportaron que el módulo facilitó notablemente su aprendizaje y aumentó su interés en química mediante la integración de tecnología innovadora. La retroalimentación destacó reacciones positivas hacia el diseño atractivo, los esquemas de color claros y la facilidad de uso, reflejando la efectividad del módulo para apoyar un aprendizaje significativo e interactivo de los conceptos ácido-base.
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