Matemáticas en Realidad Extendida: Impacto de los Entornos Híbridos RV/RA en el Desarrollo del Pensamiento

Shirley Mirna Cruz Sotomayor; Milton Roberto  Cárdenas Wong; Cinthia Liliana Bonete León; Carmen Cecibel  Castillo Torres; Jessica Fabiola Moposita Moposita

doi:10.70577/ASCE/2409.2430/2025

Authors

Shirley Mirna Cruz Sotomayor Ministerio de Educación del Ecuador https://orcid.org/0009-0005-0523-7036
Milton Roberto Cárdenas Wong Ministerio de Educación del Ecuador https://orcid.org/0009-0003-2002-6451
Cinthia Liliana Bonete León Ministerio de Educación del Ecuador https://orcid.org/0009-0003-0639-117X
Carmen Cecibel Castillo Torres Ministerio de Educación del Ecuador https://orcid.org/0009-0008-6197-3566
Jessica Fabiola Moposita Moposita Ministerio de Educación del Ecuador https://orcid.org/0009-0003-3514-5672

DOI:

https://doi.org/10.70577/ASCE/2409.2430/2025

Keywords:

Gamification, Digital Immersive Environments, Neuroeducation, Mathematics, Complex Problem Solving, Abstract Thinking, Educational Transformation.

Abstract

The article "Mathematics in Extended Reality: Impact of Hybrid VR/AR Environments on the Development of Abstract Thinking and Collaborative Resolution of Complex Problems in Education" explores the integration of hybrid Augmented Reality (AR) and Virtual Reality (VR) environments with the advanced cognitive skills necessary for STEM education. This study offers a thorough examination of both the pedagogical goals and the institutional alterations necessitated by shifts in the teaching-learning paradigm.

A quasi-experimental approach was utilized, incorporating control and experimental groups within the secondary school sector. The intervention comprised modules using immersive VR/AR settings in which students collaborated to resolve intricate mathematical problems, specifically in geometric modeling and functional analysis. A variety of instruments were employed, including standardized assessments of abstract reasoning, structured rubrics for collaborative problem-solving, perceptual surveys, and qualitative analyses of group interactions. Principal findings: Students participating in hybrid VR/AR activities shown considerable enhancements in conceptual abstraction and the expression of collaborative techniques relative to the control group. Enhanced intrinsic desire, active engagement, and profound mathematical reasoning were also noted. Furthermore, the institutional adoption of XR platforms resulted in concrete effects, including curriculum modifications, educator training, and classroom reconfiguration—signifying a nascent systemic revolution. This study underscores the beneficial effects of XR technology on the enhancement of abstract reasoning and cooperative problem-solving skills. This comprehensive approach indicates that such innovations can catalyze significant transformations in educational systems, improving both STEM education and institutional flexibility.

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