Augmented reality in school teaching: impact analysis and pedagogical challenges
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Augmented reality (AR) has emerged as an educational technology with great potential to transform school teaching through immersive and participatory experiences. Its use offers concrete benefits, but also multiple pedagogical challenges. The objective was to analyze the impact and challenges of AR in basic education through a systematic literature review. A qualitative approach with a documentary design was used. Twelve scientific articles were analyzed based on criteria of relevance, timeliness, and methodological quality. Searches were conducted in academic databases between July and August 2025, using Boolean combinations of keywords such as "augmented reality," "school education," and "pedagogical challenges." The results showed improvements in student motivation, conceptual understanding, and independent learning thanks to the use of AR. However, limitations were identified associated with a lack of teacher training, limited access to compatible devices, and the absence of educational policies that promote technological equity. It is concluded that AR is an effective tool for innovating teaching if integrated with pedagogical planning and institutional support. The discussion highlights the need to train teachers and ensure equitable access for its sustained implementation.
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