Incidencia de la realidad aumentada y la gamificación en la retención estudiantil: un abordaje desde la Educación Física Inclusiva 4.0 en la UNEFM, Complejo Académico Churuguara

Abstract

This research analyzes how the convergence of Augmented Reality (AR) and gamification influences the academic persistence of students at the Churuguara Academic Complex. The primary objective was to evaluate how the integration of virtual information layers and ludic-competitive, specifically those with special educational needs or in situations of motivational vulnerability. The methodology followed a quantitative approach with a correlational level and a quasi-experimental design. The study worked with an intentional sample of students from the Physical Education course, to whom an intervention program was applied based on motor challenges mediated by mobile devices (prototype App). Direct observation techniques were utilized. The results demonstrate that the implementation of Education 4.0 increased the regular attendance rate by 23% and semester retention by 22% compared to previous academic periods. It was observed that AR facilitates cognitive and motor accessibility, allowing students with functional limitations to participate through strategic roles and real-time biomechanical visualizations. In conclusion, technological convergence in the field of physical activity not only modernizes the curriculum but also acts as a protective factor against school dropout.