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Artículos de Revisión

Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez

Impacto de los programas de simulación en el aprendizaje en entornos virtuales

Impact of simulation programs on learning in virtual environments
Publicado
2025-12-10

La transformación digital en la educación ha impulsado el uso de programas de simulación en entornos virtuales como estrategia pedagógica para superar las limitaciones del aprendizaje remoto, especialmente en disciplinas experimentales. Este artículo presenta una revisión sistemática de la literatura publicada entre 2019 y 2025, consultando bases de datos como Scopus, Web of Science, ERIC, SciELO y Redalyc. Se analizaron 72 estudios que cumplían criterios de inclusión temática, lingüística y metodológica. Los hallazgos indican que las simulaciones mejoran significativamente el aprendizaje activo, la motivación y el desarrollo de competencias prácticas, con diferencias según el tipo de tecnología empleada (2D/3D, realidad virtual, realidad aumentada, simuladores web o híbridos). No obstante, su efectividad depende del diseño instruccional, la capacitación docente y la equidad en el acceso tecnológico. En conclusión, las simulaciones constituyen una herramienta estratégica para la educación virtual, pero su impacto no es automático. Se requieren más investigaciones comparativas que exploren su implementación en contextos diversos y su integración con inteligencia artificial generativa.

The digital transformation of education has driven the adoption of simulation programs in virtual environments as a pedagogical strategy to address the limitations of remote learning, particularly in experimental disciplines. This article presents a systematic review of literature published between 2019 and 2025, drawing from databases such as Scopus, Web of Science, ERIC, SciELO, and Redalyc. Seventy-two studies meeting thematic, linguistic, and methodological inclusion criteria were analyzed. Findings show that simulations significantly enhance active learning, student motivation, and practical competencies, with variations depending on the simulation type (2D/3D, virtual reality, augmented reality, web-based, or hybrid). However, their effectiveness hinges on instructional design, teacher training, and equitable access to technology. In conclusion, simulations are a strategic asset for virtual education, yet their impact is not automatic. Future research should prioritize comparative studies across diverse educational contexts and explore integration with generative artificial intelligence.

Número:
Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez
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Artículos de Revisión

Referencias

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