Pedagogical Strategy Based on Augmented Reality Applied in the Course Communication Skills

This paper presents a pedagogical strategy based on Augmented Reality and Virtual Reality (AR-VR) technologies applied to the “Communication Skills” course at Universidad Nacional Abierta y a Distancia (UNAD), specifically in the teaching of argumentative texts. The research arises from the need to strengthen teachers’ digital competencies and improve teaching and learning processes in virtual education contexts, where first-year students often face difficulties in understanding argumentative content. Its main objective is to design a pedagogical strategy supported by immersive educational resources that promotes content mastery and strengthens teachers’ technological competencies.

The research adopts a mixed-methods descriptive approach structured into four phases: literature review, design, implementation, and evaluation. The study analyzes international experiences related to the use of AR-VR technologies in education, UNAD’s institutional guidelines for pedagogical innovation, and the specific challenges associated with the Communication Skills course. It also incorporates statistical analyses and surveys administered to students and faculty to identify difficulties related to learning argumentative writing and the digital competencies required for developing immersive educational resources.

The results reveal limitations in the use of digital technologies among both teachers and students, particularly in the development of contextualized teaching materials. The findings indicate that fewer than 17% of surveyed students identify with activities related to argumentative texts within the course, reflecting low engagement with the subject matter and the need for alternative teaching strategies. The literature review also identifies limited implementation of AR-VR technologies in the social sciences, humanities, and communication fields, in contrast to their broader presence in science and engineering disciplines.

The proposal recommends the use of AR-VR applications and platforms as mechanisms for generating immersive, sensory, and participatory learning experiences that strengthen the understanding of argumentative content in virtual environments. The study recognizes the importance of strengthening teachers’ digital competencies and promoting innovative pedagogical strategies aimed at fostering inclusion, motivation, and the construction of meaningful learning through emerging technologies applied to higher education.