Emerging technologies and university learning: a systematic review of their pedagogical effectiveness and implementation conditions
DOI:
https://doi.org/10.36097/rsan.v1i66.4039Keywords:
Educational simulations, augmented reality, virtual laboratories, higher education, simulation-based learningAbstract
In the contemporary context of the digital transformation of higher education, emerging technologies such as simulations, augmented reality, and virtual laboratories have gained relevance due to their potential to improve teaching and learning processes; however, the evidence regarding their effectiveness presents heterogeneous and scattered results. In this sense, this study aimed to critically and systematically analyze the existing empirical evidence on the use of these emerging technologies in higher education, focusing on their educational impact and the main limitations arising from their application within the pedagogical field itself, and not only from the technological perspective. A systematic review was conducted following the PRISMA methodology guidelines. To this end, empirical research on the use of emerging technologies was examined, focusing on variables such as learning outcomes, motivation, knowledge retention, and skills development. The analysis showed that these technologies can improve conceptual learning, knowledge retention, and transfer, as well as the development of practical and spatial skills. However, their effectiveness is mediated by pedagogical factors, instructional design, and the implementation context. Limitations include the small number of standardized studies, small sample sizes, and limited evaluation of long-term effects. Overall, the results demonstrate the high educational potential of these technologies, although they require robust pedagogical approaches and more comparative evidence to substantiate their effectiveness in higher education.
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