Innovación didáctica en la enseñanza de la historia uso de narrativas digitales y realidad aumentada para el desarrollo del pensamiento crítico en la educación

Anaís Julissa Rodríguez Cevallos; Paúl Fabricio Carvajal Valencia; Carlos Alberto Aldeán Tumbaco; Amira Jacqueline Benítez Rumazo; Jaime Eduardo Pujota Pujota

doi:10.70577/ASCE/745.765/2025

Authors

Anaís Julissa Rodríguez Cevallos Ministerio de Educación del Ecuador https://orcid.org/0009-0007-1989-9545
Paúl Fabricio Carvajal Valencia Ministerio de Educación del Ecuador https://orcid.org/0009-0006-6704-5969
Carlos Alberto Aldeán Tumbaco Independiente https://orcid.org/0009-0000-2791-9787
Amira Jacqueline Benítez Rumazo Independiente https://orcid.org/0009-0002-4863-8911
Jaime Eduardo Pujota Pujota Ministerio de Educación del Ecuador https://orcid.org/0009-0006-3384-4981

DOI:

https://doi.org/10.70577/ASCE/745.765/2025

Keywords:

Critical thinking, Digital narratives, Augmented reality, Didactic innovation, History teaching, Emerging technologies, Secondary education.

Abstract

This study aims to examine the influence of digital narratives and augmented reality (AR) on history education, emphasizing the enhancement of critical thinking among secondary school pupils. It is posited that these particular technology tools not only attract attention but also promote profound contemplation of historical materials, hence enhancing higher-order cognitive skills such as analysis and information assessment.This study employed a mixed-method quasi-experimental design in two second-year public secondary school classrooms. The experimental group (n = 45) was instructed using interactive digital narratives integrated with augmented reality (AR) experiences, whereas the control group (n = 42) got education through traditional lectures and guided reading. The instructional intervention, spanning one semester, encompassed five theme units over a sixteen-week duration.Students encountered historical challenges through a smartphone application that integrates virtual worlds with physical spaces. Students underwent evaluation with the standardized PCHist test, perception surveys, and qualitative field journals.The findings indicated a substantial enhancement (p < 0.01) in critical thinking abilities within the experimental group, particularly in historical reasoning and source assessment. Enhanced engagement in AR sessions correlated with improved advancement.Recent studies revealed that 87% of students exhibited increased motivation and enhanced comprehension of historical phenomena.This research endorses the use of augmented reality (AR) and digital narratives as efficacious instruments for history instruction, fostering critical thinking, and nurturing 21st-century competencies in secondary education.

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References

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