Del aula tradicional al entorno virtual: Impacto de la realidad aumentada con GeoGebra en el estudio de poliedros regulares

Abstract

In Basic General Education, one of the main challenges is students’ difficulty in developing spatial visualization skills, particularly in the study of regular polyhedra, which limits the understanding of fundamental geometric concepts. This issue highlights the need to incorporate innovative methodologies that strengthen this ability. In this context, the present study aimed to analyze the impact of augmented reality, through the use of GeoGebra software, on the development of spatial visualization and the learning of regular polyhedra in a faith-based educational institution in the city of Cuenca, Ecuador. The research was conducted using a mixed-methods approach, descriptive in nature, with a cross-sectional, experimental, and exploratory design. The sample consisted of Basic General Education students, divided into an experimental group that used GeoGebra in a mobile learning modality and a control group that worked with traditional teaching methods. A pretest and a posttest were administered to both groups to assess academic performance. Additionally, semi- structured interviews were conducted with teachers, and the qualitative data were analyzed using the Taguette software through open coding and thematic categorization. Quantitative data were analyzed using the Shapiro–Wilk normality test. The results show significant improvements in the learning outcomes of students who used GeoGebra, as well as positive teacher perceptions regarding student motivation and participation. It is concluded that the implementation of GeoGebra as an augmented reality resource constitutes an effective pedagogical strategy to enhance spatial visualization and promote a constructivist approach to learning mathematics.