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Developing countries, including Mexico, face the challenge of integrating technology to enhance education and improve learning outcomes. Despite evidence in many settings of the benefits of using virtual reality (VR) and augmented reality (AR) as learning tools, their potential use is still understudied in many developing regions. The objective of the present study is to evaluate the impact of a web-based eXtended Reality (XR) learning tool, PhysXR, among college-level students enrolled in a Mexican University. PhysXR is a web-based learning application designed to present users with information focused on Newtonian mechanics. This tool presents users with interactive experiences ranging from VR to AR environments and supports a physics simulator for experiments on physical phenomena of dynamics and kinematics. Overall, learning methodologies implemented using PhysXR follow the competency-based learning model implemented in Mexican Education Institutions, and include Learn by Doing and Problem Based Learning (PBL). In order to evaluate the PhysXR tool, 99 students were recruited and randomized to either experimental (VR and AR conditions using PhysXR) or control groups. Outcomes included student's learning and motivation, assessed using the John Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) learning motivation model. Results from this study indicate that the use of the PhysXR tool, both VR and AR approaches, generates a significant improvement in learning gains and motivation compared with traditional methods, highlighting the potential of cross-platform capabilities that web-based XR technology could offer, as well as the use of real time physics simulations for learning.

This work describes a learning tool named ARGeoITS that combines augmented reality with an intelligent tutoring system to support geometry learning. The work depicts a study developed in Mexico to measure the impact on the learning and motivation of students using two different learning systems: an intelligent tutoring system with augmented reality (ARGeoITS) and a system with only augmented reality (ARGeo). To study the effect of this type of technology (ARGeoITS, ARGeo) and time of assessment (pre-, post-) on learning gains and motivation, we applied a 2 × 2 factorial design to 106 middle school students. Both pretest and post-test questionnaires were applied to each group to determine the students’ learning gains, as was an IMMS motivational survey to evaluate the students’ motivation. The results show that: (1) students who used the intelligent tutoring system ARGeoITS scored higher in learning gain (7.47) compared with those who used ARGeo (6.83); and (2) both the ARGeoITS and ARGeo learning tools have a positive impact on students’ motivation. The research findings imply that intelligent tutoring systems that integrate augmented reality can be exploited as an effective learning environment to help middle–high school students learn difficult topics such as geometry.

The recent pandemic brought on considerable changes in terms of learning activities, which were moved from in-person classroom-based lessons to virtual work performed at home in most world regions. One of the most considerable challenges faced by educators was keeping students motivated toward learning activities. Interactive learning environments in general, and augmented reality (AR)-based learning environments in particular, are thought to foster emotional and cognitive engagement when used in the classroom. This study aims to compare the motivation and learning outcomes of middle school students in two educational settings: in the classroom and at home. The study involved 55 middle school students using the AR application to practice basic chemistry concepts. The results suggested that students’ general motivation towards the activity was similar in both settings. However, students who worked at home reported better satisfaction and attention levels compared with those who worked in the classroom. Additionally, students who worked at home made fewer mistakes and achieved better grades compared with those who worked in the classroom. Overall, the study suggests that AR can be exploited as an effective learning environment for learning the basic principles of chemistry in home settings.

El desarrollo de software es una importante área en la ingeniería de software, por tal motivo han surgido técnicas, enfoques y métodos que permiten la automatización de desarrollo del mismo. En este trabajo se presenta un análisis de las herramientas para el desarrollo automático de software y la generación automática de código fuente, con el fi n de evaluarlas y determinar si cumplen o no con un conjunto de características y funcionalidades en términos de calidad. Dichas características incluyen efi cacia, productividad, seguridad y satisfacción, todo a través de una evaluación cualitativa y cuantitativa. Estas herramientas son 1) herramientas CASE, 2) marcos de trabajo ( frameworks ) y 3) ambientes de desarrollo integrado (IDEs). La evaluación se llevó a cabo con el fi n de medir no sólo la capacidad de uso, sino también el apoyo que brindan para el desarrollo de software automático y la generación automática de código fuente. El objetivo de este trabajo es proporcionar una metodología y una breve revisión de los trabajos más importantes para, de esta forma, identifi car las principales características de éstos y presentar una evaluación comparativa en términos cualitativos y cuantitativos, con la fi nalidad de proporcionar la información necesaria para el desarrollador de software que facilite la toma de decisiones al considerar herramientas que le pueden ser útiles.

Software development is an important area in software engineering, which is why a wide range of techniques, methods, and approaches has emerged to facilitate software development automation. This paper presents an analysis and evaluation of tools for automated software development and automatic code generation in order to determine whether they meet a set of quality metrics. Diverse quality metrics were considered such as effectiveness, productivity, safety, and satisfaction in order to carry out a qualitative and quantitative evaluation. The tools evaluated are CASE tools, frameworks, and Integrated Development Environments (IDEs). The evaluation was conducted to measure not only the tools’ ability to be employed, but also their support for automated software development and automatic source code generation. The aim of this work is to provide a methodology and a brief review of the most important works to identify the main features of these works and present a comparative evaluation in qualitative and quantitative terms of quality metrics. This would provide software developers with the information they need to decide the tools that can be useful for them.

En el presente trabajo de investigación se explora una propuesta metodológica cuyo objetivo principal es la identificación de estilos de aprendizaje utilizando un método de Mapas Auto-Organizados implementados para trabajar en dispositivos móviles principalmente. Estos pueden trabajar en tiempo real y sin interacción directa del estudiante, lo cual implica la ausencia de información previa. Los resultados generados son una herramienta de autor para cursos adaptativos en ambientes Web 2.0.

Augmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles.