Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 7 No. 7.1
Edición Especial VII 2026
Página 94
POLIEDROS REGULARES MEDIANTE REALIDAD AUMENTADA: INNOVACIÓN
EDUCATIVA EN EL AULA
REGULAR POLYHEDRA THROUGH AUGMENTED REALITY: EDUCATIONAL
INNOVATION IN THE CLASSROOM
Autor: 1Juan Andrés González Cantos, 2Tatiana Gabriela Quezada Matute, 3Johnny Castillo
Berrezueta, 4Juan Carlos Bernal Reino.
1ORCID ID: https://orcid.org/0009-0007-8578-8202
2ORCID ID: https://orcid.org/0000-0003-2730-9342
3ORCID ID: https://orcid.org/0009-0009-3565-2010
4ORCID ID: https://orcid.org/0000-0002-1963-0518
1E-mail de contacto: juana.gonzalezc@ucuenca.edu.ec
2E-mail de contacto: tatiana.quezada@ucuenca.edu.ec
3E-mail de contacto: johnny.castillob@ucuenca.edu.ec
4E-mail de contacto: juan.bernal@ucuenca.edu.ec
Afiliación: 1*2*3*4*Universidad de Cuenca, (Cuenca).
Artículo recibido: 1 de Julio del 2026.
Artículo revisado: 5 de Julio del 2026.
Artículo aprobado: 8 de Julio del 2026.
1Licenciado en Ciencias de la Educación en Matemáticas y Física, egresado de la Universidad de Cuenca, (Ecuador). Máster en Educación
con mención en Enseñanza de la Matemática en la Universidad de Cuenca, (Ecuador). Docente de Matemáticas y Física en la Unidad
Educativa San Francisco, con ocho años de experiencia en la enseñanza de estos campos en los niveles de Educación General Básica
Superior y Bachillerato.
2Licenciada en Pedagogía de las Matemáticas y la Física y posee dos maestrías: una en Matemáticas Aplicadas y otra en Tecnologías
Aplicadas a la Educación. Actualmente, es candidata a doctora en Ciencias Experimentales. Cuenta con experiencia docente tanto en
secundaria como en universidad. Sus áreas de investigación incluyen la realidad aumentada, los procesos de enseñanza de Geometría,
Álgebra y las TIC. Además, desarrolla recursos digitales para cursos universitarios y forma parte del grupo de investigación «Trayectorias
Académicas». Investigadora y docente en el campo de las Matemáticas.
3Licenciado en Pedagogía de las Matemáticas y Física y egresado del Máster en Tecnología Educativa y Competencias Digitales por la
UNIR. Especialista en la aplicación de Inteligencia Artificial y Learning Analytics en el ámbito educativo y en la enseñanza de ciencias
exactas. Investigador activo con publicaciones de artículos científicos y sólida trayectoria en la transformación de currículos tradicionales
a entornos virtuales (Moodle). Líder pedagógico enfocado en la innovación metodológica, el diseño de experiencias de aprendizaje
interactivas y la mejora del rendimiento académico.
4Docente con amplia experiencia en el ámbito educativo. Es doctor en Educación Superior por la Universidad de Palermo, máster en
Gestión y Liderazgo Educativo y licenciado en Ciencias de la Educación. Imparte clases en el programa de Matemáticas y Física. A lo
largo de su trayectoria profesional, Juan Carlos ha sido profesor en programas de máster en universidades del país y ha impartido diversas
asignaturas en programas educativos. Además de su labor docente e investigadora, ha participado activamente en congresos, simposios y
diversos programas de formación.
Resumen
Se sabe que la implementación de la tecnología
en la educación tiene resultados positivos en los
procesos de enseñanza-aprendizaje. En la
última década, la implementación de la realidad
aumentada (RA) en la enseñanza de las
matemáticas ha adquirido gran importancia, ya
que permite al estudiante visualizar e
interiorizar conceptos matemáticos abstractos.
En este estudio, se desarrollaron recursos
basados en RA para enseñar poliedros regulares
a estudiantes de octavo grado de educación
general básica (EGB) en una institución
educativa de Ecuador, analizando el impacto de
la aplicación ARLOON GEOMETRY en el
proceso de aprendizaje de los estudiantes. La
investigación, con un enfoque
cuasiexperimental y un diseño pre-test y post-
test, se llevó a cabo con dos grupos: 8.º "A"
(grupo control), que utilizó métodos
tradicionales en el ciclo de aprendizaje con la
ayuda de una guía didáctica para este tema, y
8.º "B" (grupo experimental), que incorporó la
RA a su aprendizaje mediante el uso de
secuencias didácticas. El análisis estadístico y la
prueba t de Student no mostraron diferencias
significativas en el rendimiento académico
entre los dos grupos en la prueba previa (valor
p = 0,5743), pero sí se observó una diferencia
significativa en la prueba posterior (valor p =
0,0005424), lo que indica que el uso de la RA
mejoró el aprendizaje de poliedros regulares en
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el grupo experimental en comparación con el
grupo de control. Este estudio demostró que la
RA es una herramienta innovadora en el ámbito
educativo.
Palabras clave: Tecnología educativa,
Matemáticas, Realidad aumentada,
Rendimiento académico, Innovación
pedagógica.
Abstract
It is known that the implementation of
technology in education has positive results in
teaching and learning processes. In the last
decade, the implementation of augmented
reality (AR) in mathematics teaching has gained
significant importance, as it allows students to
visualize and internalize abstract mathematical
concepts. In this study, AR-based resources
were developed to teach regular polyhedra to
eighth-grade students in a school in Ecuador,
analyzing the impact of the ARLOON
GEOMETRY application on the students'
learning process. The research, with a quasi-
experimental approach and a pre-test/post-test
design, was conducted with two groups: 8th
grade "A" (control group), which used
traditional methods in the learning cycle with
the help of a teaching guide for this topic, and
8th grade "B" (experimental group), which
incorporated AR into its learning through the
use of didactic sequences. Statistical analysis
and Student's t-test showed no significant
differences in academic performance between
the two groups in the pre-test (p-value =
0.5743), but a significant difference was
observed in the post-test (p-value = 0.0005424),
indicating that the use of AR improved the
learning of regular polyhedra in the
experimental group compared to the control
group. This study demonstrated that AR is an
innovative tool in education.
Keywords: Educational technology,
Mathematics, Augmented reality, Academic
performance, Pedagogical innovation.
Sumário
Sabe-se que a implementação de tecnologia na
educação tem resultados positivos nos
processos de ensino e aprendizagem. Na última
década, a implementação da realidade
aumentada (RA) no ensino da matemática
ganhou significativa importância, pois permite
aos alunos visualizar e internalizar conceitos
matemáticos abstratos. Neste estudo, recursos
baseados em RA foram desenvolvidos para o
ensino de poliedros regulares a alunos do oitavo
ano de uma escola no Equador, analisando o
impacto do aplicativo ARLOON GEOMETRY
no processo de aprendizagem dos alunos. A
pesquisa, com abordagem quase-experimental e
delineamento pré-teste/pós-teste, foi conduzida
com dois grupos: o grupo "A" (grupo controle),
que utilizou métodos tradicionais no ciclo de
aprendizagem com o auxílio de um guia
didático para o tema, e o grupo "B" (grupo
experimental), que incorporou a RA em sua
aprendizagem por meio do uso de sequências
didáticas. A análise estatística e o teste t de
Student não mostraram diferenças significativas
no desempenho acadêmico entre os dois grupos
no pré-teste (valor p = 0,5743), mas uma
diferença significativa foi observada no pós-
teste (valor p = 0,0005424), indicando que o uso
da RA melhorou o aprendizado de poliedros
regulares no grupo experimental em
comparação com o grupo de controle. Este
estudo demonstrou que a RA é uma ferramenta
inovadora na educação.
Palavras-chave: Tecnologia educacional,
Matemática, Realidade aumentada,
Desempenho acadêmico, Inovação
pedagógica.
Introduction
Over time, educational institutions have faced
significant challenges in developing effective
strategies for teaching mathematics. Despite
ongoing efforts, the quest for innovative
methodologies that make the teaching and
learning process more accessible persists (León,
2021). Specifically, within the domain of
mathematics, and more precisely in the field of
geometry, noChart limitations arise when
teaching concepts that require the manipulation
or visualization of three-dimensional objects,
such as solids. A cognitive conflict emerges
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when attempting to teach three-dimensional
topics using two-dimensional representations.
Various scholars, such as Aragón (2020), have
identified one of the root causes of this issue:
many educators continue to rely on outdated
approaches that predate the digital era. This
underscores the need to examine the impact of
implementing Augmented Reality (AR) in
teaching basic geometry at primary and
secondary education levels to enhance learning
outcomes (Céspedes et al., 2012).
Lledó et al. (2022) describe AR as a
convergence of elements perceivable through
our senses with those that are not visible to the
naked eye but nonetheless form part of our
everyday environment. This technology enables
users to interact with intangible yet real aspects
of their surroundings, enriching their
understanding of reality. Similarly, Marín and
Sampedro-Requena (2020) emphasize that AR
must integrate three key components: the
representation of reality through virtual
elements, direct and instantaneous interaction
with objects, and the ability to experience these
objects in three-dimensional, tangible ways.
The emergence of new educational technologies
in recent years has significantly transformed the
paradigm of teaching and learning. Numerous
studies, including that of Céspedes et al. (2012),
have highlighted the importance and
implementation of Augmented Reality (AR) in
primary education settings. The author
references three distinct cases to substantiate
this assertion. First, initiatives such as those
conducted in New Zealand by the active HIT
group involved the creation of instructional
materials in the form of three-dimensional
images viewable through a handheld lens.
Second, interactive video games developed by
Harvard and Massachusetts universities
allowed students to engage virtually with their
environment using mobile devices equipped
with AR software. The third and arguably most
noChart example took place in Peru, at the Jesús
Nazareno School, where AR technologies were
employed to convey knowledge and
advancements in the country’s archaeological
heritage. Additionally, a study conducted by
Wu et al. (2012) revealed that students who
used an AR application to explore geometric
figures demonstrated better concept retention
and higher motivation to learn compared to
those who relied on traditional methods. This
evidence underscores AR's potential to foster a
more active and participatory approach to
learning.
Other findings, such as those reported by
Naranjo et al. (2021), highlight the application
of this learning strategy in a study involving a
group of 105 students from a school in Taiwan.
These students attended classes utilizing
Augmented Reality (AR), where both their
motivation and academic performance showed
significant improvement following the use of
this technology. Furthermore, the approach
introduced by Kaufmann and Schmalstieg
(2006) underscores the use of AR in teaching
and learning processes through the
"Construct3D" interface model. This method
enhances student learning by addressing the
challenge of representing three-dimensional
objects within two-dimensional spaces. The
innovation of this approach lies in the
incorporation of a head-mounted display
(HMD), which creates an immersive experience
by seamlessly integrating virtual objects with
reality. This technology allows students to
interact with virtual objects as if they were
tangible, providing a more engaging and
effective learning experience. All of this
underscores the extensive use and applicability
of Information and Communication
Technologies (ICT) in educational
environments, a trend that was further
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accelerated by the onset of the SARS-CoV-2
(COVID-19) pandemic. These technologies
facilitated interaction between students and
educational institutions during a period of
unprecedented disruption. At the national level,
research by Naranjo et al. (2021) demonstrated
that the use of Augmented Reality (AR)
contributed to improved academic
performance. Specifically, students who
learned about round geometric figures through
AR mediation achieved higher grades compared
to their peers who followed traditional learning
methodologies.
Similar findings were reported by Ladino and
Hernández (2022), who implemented AR using
tools such as Geogebra and Photomath to teach
equations and systems of equations to students
in an educational institution located in the
province of Chimborazo. The ability to observe
and manipulate geometric figures within a
realistic virtual environment offers students an
exceptional learning experience. According to
Ovalle and Vásquez (2020), visualizing figures
and solids in an AR environment enables
children to learn through immediate visual
stimuli, fostering a dynamic and agile
development of spatial understanding in
geometric concepts. Therefore, building on this
evidence, the present study aims to develop
instructional resources utilizing AR for teaching
regular polyhedra to eighth-grade students in a
public educational institution in Ecuador.
Additionally, it seeks to evaluate the impact of
AR on academic performance through
structured baseline assessments and ultimately
compare the academic outcomes of students
who utilize AR with those who follow
traditional educational methods. In this context,
the following hypothesis is proposed: the
incorporation of the Augmented Reality
application Arloon Geometry into instructional
planning and delivery has a positive impact on
learning regular polyhedral in the 8th grade “B”
class, compared to the 8th grade “A” class,
which received traditional instruction.
Materials and methods
This study employed a quasi-experimental
approach for its quantitative component,
utilizing a pre-test and post-test design (Suwono
et al., 2022; Noroozi et al., 2023). Two research
groups were established: the control group (CG)
and the experimental group (EG). The
dependent variable was academic performance,
while the independent variables were the
proposed AR-supported didactic sequences and
the instructional guide. The primary objective
of this study was to measure the effect of the
independent variable on the dependent variable,
specifically to evaluate the impact of AR on
academic performance. This approach aimed to
determine whether the proposed methodology
positively influences the learning cycle of
students, thereby validating its effectiveness.
The sample consisted of eighth-grade students
from the General Basic Education (GBE)
system in an Ecuadorian educational institution.
The control group (CG) comprised 25 students
from class “A,” while the experimental group
(EG) consisted of an equal number of students
from class “B.” For the CG, a didactic guide
was employed to address the limited content
available in the Ministry of Education textbooks
regarding polyhedra. This guide was structured
into five subtopics, each dedicated to a specific
type of regular polyhedron. It included the
following components: an exploratory section,
the definition of the regular polyhedron, its
graphical representation, its elements and
properties, formulas for calculating its area and
volume, and a set of activities designed to apply
the acquired skills. For the EG, didactic
sequences were implemented over five class
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sessions, one dedicated to each type of regular
polyhedron. These sequences were carefully
designed to align with specific objectives,
performance-based skills, learning activities,
teaching resources, and relevant indicators,
criteria, techniques, and evaluation tools
tailored to the subject matter. Importantly, AR
technology was integrated into these sequences
through the ARLOON GEOMETRY platform.
The research instruments used were two
assessments on polyhedra, corresponding to the
unit "Geometric Blocks and Plane Figures,"
with identical content for both classes. The first
evaluation (Pre-Test) was conducted at the
outset to diagnose students' prior knowledge of
polyhedral, while the second evaluation (post-
test) was administered at the end of the topic to
measure the level of learning achieved on
regular polyhedral. The Pre-Test and Post-Test
evaluations were designed to include a
programming matrix, detailing key aspects such
as objectives, target skills, and allocated time.
These instruments were reviewed and approved
by the subject area coordinator and the vice
principal prior to implementation. For Class
"A," both tests were administered in written
format, while for Class "B," the evaluations
were conducted online using the Quizizz
educational platform, employing the same
assessment tools. Notably, both classes were
evaluated using identical questions in their
respective tests, which were validated by
subject-matter experts. Data analysis was
carried out using RStudio version
2024.09.0+375, with statistical measures such
as mean, mode, variance, and standard
deviation calculated. To compare the study
groups, the Student's t-test was employed,
ensuring the fulfillment of normality and
homoscedasticity assumptions.
Results and Discussion
This section presents the evaluation of the
dependent variable across both phases, namely
the Pre-Test and Post-Test, in accordance with
the qualitative and quantitative scale established
in Article 194 of the General Regulations of the
Organic Law of Intercultural Education (LOEI)
(Chart 1).
Table 1. Quantitative and Qualitative Scale of Academic Performance.
Learning Achievements Attained
9.00 – 10.00 7.00 – 8.99 4.01 – 6.99 ≤4
Masters the required
learning outcomes
Achieves the required
learning outcomes
Is close to achieving the
required learning
outcomes
Does not achieve the
required learning
outcomes
Source: Own elaboration based on MINEDUC-LOEI (2014)
Pre-Test Results for GC and GE: After
administering the pre-test to both the control
group (GC) and the experimental group (GE),
the detailed scores obtained are presented in
Table 2.
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Table 2. Results pre test del GC and GE.
Result/10 fi Control Group (GC) fi Experimental Group (GE)
0 0 1
1 3 1
2 5 5
3 4 3
4 5 7
5 3 1
6 3 4
7 2 2
8 0 1
TOTAL 25 25
Source: Own elaboration. fi refers to the number of students who obtained the specified grade.
It was observed that, for both the control group
(GC) and the experimental group (GE), 68% of
the students did not achieve the required
learning outcomes according to the quantitative
and qualitative scale of the general regulations
of the LOEI (Figure 1).
Fig 1. Percentage and number of students in
the GC grades according to the scale in
Chart 1.
Source: Own elaboration
These results were concerning, as they indicated
that the majority of students had not adequately
acquired the fundamental knowledge about
polyhedra. Similarly, statistical calculations
were performed for both the control group (GC)
and the experimental group (GE) based on the
pre-test results, which yielded the following
outcomes (Chart 3):
Table. 1 Statistics of the pre-test for the CG and EG.
Statistician GC GE
Mean 3.68 3.96
Mode 2,4 2,4
Standard deviation 1.84 2.03
Variance 3.39 4.12
Source: Own elaboration based on the output from RStudio v2024.09.0+375.
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Therefore, it was evident that neither the GC
nor the GE met the required learning outcomes
necessary to grasp the units or topics presented.
Post-Test Results for GC and GE: After
implementing the intervention, as discussed in
the previous chapter, the following scores were
obtained, as reflected in Chart 4:
Table 2. Post-test scores of the GC and GE.
Result/10 fi Control Group (GC) fi Experimental Group (GE)
1 1 0
2 2 0
3 2 3
4 6 1
5 4 0
6 3 4
7 2 8
8 5 2
9 0 1
10 0 6
TOTAL 25 25
Source: Own elaboration. fi refers to the number of students who obtained the specified grade.
It was evident that, for both the control group
(GC) and the experimental group (GE), 44%
and 16% of students, respectively, did not
achieve the required learning outcomes
according to the quantitative and qualitative
scale of the general regulations of the LOEI.
Similarly, it was found that 28% (GC) and 40%
(GE) achieved the required learning outcomes,
meaning these students obtained scores
ranging from 7.00 to 8.99 out of 10 points
(Figures 3 and 4).
Fig. 3: Percentage and number of students in
the GC based on the grading scale from Chart
1.
Fig 4: Percentage and number of students in
the EG grades according to the scale in Chart
1.
Source: Own elaboration
Additionally, statistical measures for both
groups based on the post-test results were
calculated, and these are reflected in Chart 5.
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Table 5. Statistics of the post-test for the CG
and EG.
Statistic GC GE
Mean 5.08 7.12
Mode 4 7
Standard
Deviation
2.08 2.24
Variance 4.33 5.02
Source: Own elaboration based on the output
from RStudio v2024.09.0+375.
To demonstrate that the intervention
implemented with the experimental group (GE)
was significantly more effective than that of the
control group (GC), a T-Student test was
applied to both groups, both for the pre-test and
post-test. According to Sampieri and Fernández
(2018), the “t” test, or T-Student test, is a
statistical method used to determine whether
there are significant differences between the
means of two groups. Before conducting this
test, it is crucial to verify certain assumptions:
normality of the data and homogeneity of
variances. The purpose of applying this test to
the pre-test was to confirm that both groups
were at an equal starting point at the beginning
of the intervention, meaning there were no
significant differences in their prior knowledge.
For the pre-test, before carrying out the
analysis, it was verified whether the data met
the aforementioned assumptions. To do this, the
Shapiro-Wilk test and Levene’s statistic were
applied, with the results presented in table 6.
Table 6. Results of the Levene and Shapiro-Wilk
tests.
Test P-Result
Shapiro-Wilk normality test A 0.1412
Shapiro-Wilk normality test B 0.4125
Levene's Test for Homogeneity of
Variance A, B
0.7373
Source: Own elaboration based on the output from
RStudio v2024.09.0+375.
The results showed that the Shapiro-Wilk tests for
the control group (GC) and the experimental group
(GE) yielded p-values of 0.1412 and 0.4125,
respectively, indicating that the data follows a
normal distribution (p-value > 0.05). Similarly, the
Levene's test showed a p-value of 0.7373,
suggesting that there were no significant differences
in variances between the two groups. The results
from the T-Student test calculations yielded the
following outcomes (Chart 7):
Table 7. T-Student Test for the Pre-Test.
Test P-Result
T-Student 0.5743
Source: Own elaboration based on the output
from RStudio v2024.09.0+375.
Taking a 95% confidence interval, the test
yielded a p-value of 0.5743 (p-value > 0.05),
indicating that no significant difference could
be concluded between the two study groups.
This means that both groups started under
similar conditions at the beginning of the study,
and no significant difference in academic
performance was found between the control
group (GC) and the experimental group (GE).
Similarly, following the same methodology
used for the pre-test results, it was verified
whether the post-test scores for both the GC
and GE passed the normality tests before
performing the T-Student test. The results
indicated that the data passed the respective
tests (p-value > 0.05), confirming that the
scores followed a normal distribution and did
not show significant differences in variances
between the two study groups.
Table 8: Results of the Levene and Shapiro-
Wilk tests for the post-test.
Test P-Result
Shapiro-Wilk normality test A 0.1187
Shapiro-Wilk normality test B 0.1147
Levene's Test for Homogeneity
of Variance A, B
0.2409
Source: Own elaboration based on the output from
RStudio v2024.09.0+375.
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The T-Student test, used to verify whether the
intervention had a positive impact on students'
academic performance, is reflected in Chart 9,
where the p-value was 0.0005424 (p-value <
0.05) within a 95% confidence interval. It was
concluded that the application of instructional
sequences mediated by virtual reality using the
Arloon Geometry app had a positive impact on
the learning of regular polyhedra in the
experimental group (GE), compared to the
control group (GC), which was taught using a
traditional teaching methodology.
Table 9. T-Student test for the post-test.
Test P-Result
T-Student 0.0005424
Source: Own elaboration based on the output
from RStudio v2024.09.0+375.
Similar results were obtained by Yakir (2019),
where the sample size was the same for both the
experimental and control groups. Likewise,
prior to the intervention, it was determined that
there were no significant differences between
the two groups, which, from a statistical
perspective, indicates that both research groups
were at a comparable academic level at the
outset of the study. The implementation of
Augmented Reality (AR) enhanced learning
about regular polyhedra from three primary
dimensions: physical, cognitive, and
contextual. According to Bujak et al. (2013), in
the physical dimension, AR facilitates more
natural interactions, which supports the creation
of tangible representations of educational
concepts. In the cognitive aspect, the spatial-
temporal alignment of information is observed
to contribute to a better symbolic
understanding, allowing students to grasp
abstract concepts with greater ease. Finally, in
the contextual dimension, AR promotes
collaborative learning by integrating virtual
content into educational environments.
Additionally, several studies, such as those by
Bujak et al. (2013), Salinas et al. (2013), Bacca
et al. (2015), Gazcón et al. (2018), Fidan and
Tuncel (2019), Chang et al. (2022), and De
Lima et al. (2022), have shown that, like the
present study, the use of AR technology
significantly aids students in retaining concepts
in the long term. Specifically, Fidan and Tuncel
(2019) conducted interviews with the students
in their study, who emphasized that AR
applications were more useful, realistic, and
engaging for their learning, helping them to
better understand and analyze the scenarios
presented. This aligns with Coimbra et al.
(2015), who argue that AR fosters motivation,
facilitates a better comprehension of the subject
being studied, and strengthens students'
connection to the learning content.
Finally, as stated by De Lima et al. (2022), the
success of implementing technologies such as
AR largely depends on how educators perceive
these tools and their ability to integrate them
effectively into their educational objectives,
teaching strategies, and expectations. AR
provides students with the opportunity to
examine three-dimensional objects or
educational materials from various
perspectives, significantly enhancing their
understanding of concepts, as noted by Chen et
al. (2011). Future lines of research could focus
on investigating how AR influences variables
such as motivation, as well as utilizing larger
research groups with broader samples.
Conclusions
The use of Augmented Reality (AR) as a
teaching tool has proven to be more effective
than traditional methods, generating a positive
impact on student learning. This is due to its
ability to stimulate motivation, facilitate a better
understanding of concepts, and promote greater
Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 7 No. 7.1
Edición Especial VII 2026
Página 103
engagement with educational content, thereby
enhancing the overall learning experience
compared to conventional teaching techniques.
Before the intervention, students from the "A"
and "B" parallel classes in 8th grade did not
show significant differences in their average
grades, indicating that both groups started with
a similar academic level. However, after the
intervention, the "B" group, which was taught
using instructional sequences mediated by the
Arloon Geometry app, showed significant
progress and achieved the expected learning
outcomes.
The results from the T-Student test reveal a
significant difference between the "A" and "B"
groups post-intervention, highlighting the
effectiveness of the Arloon Geometry app in
teaching regular polyhedra. AR contributed to
learning by facilitating natural interactions and,
from a cognitive perspective, enhancing
students' symbolic understanding. Furthermore,
from a contextual standpoint, it promoted
collaborative learning. Nonetheless, the success
of these technologies largely depends on how
educators perceive and adapt them to their
teaching objectives and strategies.
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Esta obra está bajo una licencia de
Creative Commons Reconocimiento-No Comercial
4.0 Internacional. Copyright © Juan Andrés González
Cantos, Tatiana Gabriela Quezada Matute, Johnny
Castillo Berrezueta, Juan Carlos Bernal Reino.
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Declaraciones éticas y editoriales del artículo
Contribución de los autores (Taxonomía CRediT).
Juan Andrés González Cantos: conceptualización de la investigación, diseño metodológico, desarrollo del proceso investigativo, análisis formal de
los datos, redacción del borrador original del manuscrito, revisión crítica del contenido científico y supervisión general del estudio.
Tatiana Gabriela Quezada Matute: curación y organización de los datos, participación en la recolección de información, validación de los resultados
obtenidos y elaboración de representaciones gráficas y visualización de los datos.
Johnny Castillo Berrezueta: provisión de recursos académicos y materiales para el desarrollo del estudio, apoyo en la administración del proyecto
investigativo y revisión editorial del manuscrito antes de su publicación.
Juan Carlos Bernal Reino: conceptualización de la investigación, diseño metodológico, desarrollo del proceso investigativo, análisis formal de los
datos, redacción del borrador original del manuscrito, revisión crítica del contenido científico y supervisión general del estudio.
Declaración de conflicto de intereses
Los autores declaran que no existe conflicto de intereses en relación con la investigación presentada, la autoría del manuscrito ni la publicación del
presente artículo.
Declaración de financiamiento
La presente investigación no recibió financiamiento específico de agencias públicas, comerciales o de organizaciones sin fines de lucro. En caso de
existir financiamiento institucional o externo, este deberá ser declarado explícitamente por los autores en esta sección.
Declaración del editor
El editor responsable certifica que el proceso editorial del presente artículo se desarrolló conforme a los principios de integridad científica,
transparencia y buenas prácticas editoriales. El manuscrito fue sometido a un proceso de evaluación mediante revisión por pares doble ciego,
garantizando la confidencialidad de la identidad de los autores y revisores durante todo el proceso de dictamen académico. Asimismo, el editor
declara que el artículo cumple con los criterios científicos, metodológicos y éticos establecidos por la revista.
Declaración de los revisores
Los revisores externos que participaron en la evaluación del presente manuscrito declaran haber realizado el proceso de revisión de manera objetiva,
independiente y confidencial. Asimismo, manifiestan que no mantienen conflictos de interés con los autores ni con la investigación evaluada, y que
sus observaciones y recomendaciones se fundamentan exclusivamente en criterios científicos, metodológicos y académicos.
Declaración ética de la investigación
Los autores declaran que la investigación se desarrolló respetando los principios éticos de la investigación científica, garantizando la confidencialidad
de los datos y el respeto a los participantes del estudio. En los casos en que la investigación involucre seres humanos, los procedimientos deben
ajustarse a los principios éticos establecidos en la Declaración de Helsinki y a las normativas institucionales correspondientes.
Declaración sobre el uso de inteligencia artificial
Los autores declaran que el uso de herramientas de inteligencia artificial, en caso de haberse utilizado durante el proceso de investigación o redacción
del manuscrito, se realizó únicamente como apoyo técnico para mejorar la claridad del lenguaje o el análisis de información, manteniendo siempre la
responsabilidad intelectual sobre el contenido del artículo. Las herramientas de inteligencia artificial no fueron utilizadas como autoras del
manuscrito ni sustituyen la responsabilidad académica de los investigadores.
Disponibilidad de datos
Los datos que respaldan los resultados de esta investigación estarán disponibles previa solicitud razonable al autor de correspondencia, respetando las
normas éticas y de confidencialidad establecidas por la investigación.