<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2227-1899</journal-id>
<journal-title><![CDATA[Revista Cubana de Ciencias Informáticas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev cuba cienc informat]]></abbrev-journal-title>
<issn>2227-1899</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ediciones Futuro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2227-18992021000500146</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La realidad aumentada como recurso didáctico en la enseñanza superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Augmented reality technology as a didactic resource in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorta Pina]]></surname>
<given-names><![CDATA[Duniesky]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrientos Núñez]]></surname>
<given-names><![CDATA[Ivette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciego de Ávila Máximo Gómez Báez  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>146</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2227-18992021000500146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2227-18992021000500146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2227-18992021000500146&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La motivación de los estudiantes es un componente esencial en el buen desempeño de los mismos y en la asimilación de los contenidos de las diversas disciplinas que reciben durante su carrera. Los profesores, en busca de despertar el interés de los estudiantes y como parte de su trabajo metodológico, buscan constantemente nuevos recursos didácticos que enriquezcan la experiencia de enseñanza-aprendizaje. La Realidad Aumentada, como recurso didáctico, ha contribuido a despertar verdadero interés entre los estudiantes. Esta afirmación ha sido corroborada por diferentes estudios internacionales que muestran altos niveles de satisfacción cuando el alumnado utiliza esta tecnología y el aumento significativo de los niveles de motivación cuando los estudiantes están inmersos en acciones formativas con esta tecnología. Junto a la motivación, se ha evidenciado que el uso de la Realidad Aumentada potencia escenarios formativos más motivadores, colaborativos e interactivos y ayuda a una educación más abierta y creativa. Por lo tanto, el objetivo de esta investigación fue elevar la motivación de los estudiantes, así como la formación de habilidades en la asignatura Arquitectura de Computadoras de la carrera de Ingeniería Informática a través una herramienta didáctica que hizo uso de la Realidad Aumentada. Dicha herramienta fue aplicada al 2do año de la carrera mencionada y luego de un estudio comparativo de los resultados obtenidos por los estudiantes durante 3 cursos, incluyendo el actual, se evidenciaron aumentos de la motivación y de la apropiación de habilidades, expresados en las evaluaciones de desempeño obtenidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The motivation of the students is an essential component in their good performance and in the assimilation of the contents of the various disciplines they receive during their career. Teachers, in search of arousing the interest of students and as part of their methodological work, constantly seek new teaching resources that enrich the teaching-learning experience. Augmented Reality, as a teaching resource, has contributed to arouse true interest among students. This statement has been corroborated by different international studies that show high levels of satisfaction when students use this technology and a significant increase in motivation levels when students are immersed in training activities with this technology. Together with motivation, it has been shown that the use of Augmented Reality enhances more motivational, collaborative and interactive training scenarios and helps a more open and creative education. Therefore, the objective of this research was to raise the motivation of the students, as well as the formation of competencies in the Computer Architecture course of the Computer Engineering degree through a didactic tool that made use of the Augmented Reality. This tool was applied to the 2nd year of the aforementioned career and after a comparative study of the results obtained by the students during 3 courses, including the current one, there were evidenced increases in motivation and appropriation of skills, expressed in the performance evaluations obtained.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación tecnológica]]></kwd>
<kwd lng="es"><![CDATA[realidad aumentada]]></kwd>
<kwd lng="es"><![CDATA[recursos didácticos]]></kwd>
<kwd lng="es"><![CDATA[innovación universitaria]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[technological education]]></kwd>
<kwd lng="en"><![CDATA[augmented reality]]></kwd>
<kwd lng="en"><![CDATA[teaching resources]]></kwd>
<kwd lng="en"><![CDATA[university innovation]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
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