This study addresses the impact of integrating augmented virtual reality (AVR) in upper basic education; it was conducted at Unidad Educativa Dr. Luis Aveiga Barberán. The general objective was to evaluate the impact of AVR implementation on educational processes for upper basic level students, with specific objectives that include identifying the most effective AVR applications, analyzing the influence of individual characteristics and available resources, measuring the impact on academic progress, and establishing the relationship between AVR use and student participation. A mixed qualitative-quantitative approach was employed, using surveys, a verification sheet, and correlational analysis. The sample consisted of 173 individuals, including 8 teachers selected intentionally, and an equitable representation of ninth-grade students (165) from different sections. The results highlight the importance of considering various factors, such as student interest and institutional support, when implementing AVR in educational contexts to maximize its potential benefits for student learning and development in upper basic education.

Keywords: academic progress; technology; education; virtuality.

The integration of augmented virtual reality (AVR) into global education poses significant challenges and opportunities. Initially conceived for entertainment and advertising, this technology has evolved into fields such as medicine and, more recently, education (Toala-Palma et al., 2020). Its potential as a pedagogical tool lies in its ability to offer immersive and dynamic learning experiences, particularly relevant to upper basic level students. However, its adoption is not uniform worldwide. While developed countries are progressively integrating it into curricula, developing nations face technological and economic barriers, raising questions about equity in educational access.

Según According to UNESCO, information and communication technologies (ICTs) represent a fundamental avenue to achieve universal access to education, equality in instruction, improved teaching processes, promotion of high-quality learning, and professional development for educators. Moreover, ICTs provide tools for more efficient management and administration of the educational system. Consequently, UNESCO actively supports the open education movement as a strategy to improve educational quality in response to contemporary societal needs (Aguirre et al., 2023).

The introduction of virtual reality into educational settings as a 21st-century innovation represents a significant advancement in the teaching-learning process, particularly in situations where visualizing concepts is challenging. This technology facilitates the explanation of complex ideas by teachers and is increasingly adopted by educational institutions due to its versatility. AVR improves knowledge comprehension by making concepts that would otherwise be abstract and intangible tangible and manipulable (Cruz Sangurima et al., 2024).

Virtual Reality (VR) and Augmented Reality (AR) have experienced remarkable advancements within the sphere of higher education, transforming how students access and understand knowledge. These emerging technologies have generated new opportunities in education, promoting innovative educational experiences based on immersion and interaction. In this sense, a revolutionary approach has been proposed: employing VR and AR as tools to amplify the learning process, providing students with the possibility to explore abstract and challenging concepts in a concrete and contextualized manner (Calderón Zambrano et al., 2023).

During the COVID-19 pandemic, the need to explore new educational technologies accelerated, with AVR emerging as a key tool in the 21st century (Mendoza et al., 2023). In Ecuador, the National Education System was forced to adapt to the emergency situation through the closure of educational institutions and the suspension of classes at the upper basic education level. This sudden shift required a rapid pedagogical reconfiguration, with adjustments in the teaching-learning process towards virtual environments that were not fully prepared or accepted by all stakeholders involved (Castro et al., 2023).

It can be said that in Ecuador, the implementation of AVR is still incipient, particularly in regions such as Manabí, where a lack of infrastructure and teacher training poses additional challenges. This reality motivates the development of this research, which focuses on understanding how AVR can transform the educational experience for upper basic level students, addressing both resource limitations and student characteristics. The hypothesis posited is that the integration of AVR positively impacts key aspects of learning, including motivation, engagement, knowledge retention, and the development of cognitive skills.

The integration of augmented virtual reality (AVR) into teaching at the upper basic education level is justified by its potential to revolutionize the educational experience and prepare students for 21st-century challenges. AVR offers a unique opportunity to transform the learning process by providing immersive and highly interactive environments that facilitate the understanding of abstract concepts in a concrete and memorable way. This technology can be adapted to meet diverse learning needs, fostering student participation and engagement while developing essential skills such as critical thinking and problem-solving. However, its impact remains largely unknown due to its limited application.

In this context, the research question arises: What is the impact of implementing augmented virtual reality in the educational processes of upper basic level students? From this, the following specific questions are derived:

• What AVR applications are most effective in improving knowledge comprehension and retention at this educational level?
• How do individual student characteristics influence the effectiveness of AVR in education?
• How do the educational environment and available resources affect the implementation and outcomes of AVR in learning?
• Is there a correlation between the frequency of AVR use and students' levels of participation and motivation?

The described problematic situation is present in the upper basic education level of the Unidad Educativa Dr. Luis Aveiga Barberán, motivating the development of this research aimed at evaluating the impact of implementing augmented virtual reality on the educational processes of students at this level.

• Augmented Virtual Reality

Augmented virtual reality (AVR) is defined as a technology that overlays computer-generated information onto a real-world environment, enriching the user’s perception with virtual objects and providing additional information about their surroundings. This technology combines virtual elements with the real world, enabling real-time interactions and three-dimensional representations. For example, the visualization of virtual objects or data is integrated with the physical environment. Hardware devices for AR include processors, displays, sensors, and input devices, with modern mobile devices such as tablets and smartphones being common examples that incorporate these components. These devices often feature cameras and other sensors, such as GPS and accelerometers, making them suitable platforms for implementing augmented reality (Alonso et al., 2024). More concretely, it is a set of technological devices that add virtual information to physical information in real time (Ledesma Acosta et al., 2023).

It is essential to highlight that Augmented Reality (AR) is characterized by overlaying virtual elements, such as images, 3D models, or computerized data, onto the real environment captured through a screen, enriching the user experience by providing digital information complementary to sensory perception. This approach has found a wide range of applications in various fields, including sports, medicine, and information. In the medical field, for example, AR enables the visualization of anatomical structures such as blood vessels projected onto the skin’s surface, facilitating healthcare professionals' tasks. Moreover, AR has proven useful in education, as exemplified by WordLens, an application that uses a mobile device's camera to recognize text and translate it into the desired language (Santiago Pérez et al., 2021).

It is pertinent to note that technology is in constant evolution and innovation, leading to new updates, applications, and devices that enhance and replace previous versions with technological improvements, offering increasing benefits in the educational field. The emergence of innovative tools such as virtual learning environments and augmented reality (AR) results from the convergence of computing and hardware technologies, adapting to the demands of contemporary education and various educational models. Augmented reality is defined as a technology that integrates real-world signals, such as video and audio, with computer-generated signals, such as three-dimensional graphic objects, to construct new and coherent enriched environments. In summary, real-world and virtual objects coexist in cyberspace (Chica et al., 2023).

• Teaching-Learning Using AVR

En In the teaching-learning process, augmented reality allows students to achieve satisfactory performance and engage in active, explanatory, and creative learning, fostering autonomy and self-regulation in the learning process through the use of digital tools. Integrating technology into the teaching-learning process facilitates access to global resources for all students. In this context, augmented reality can be described as an immersive environment designed to innovate the teaching process, providing a more engaging and didactic learning experience that promotes meaningful learning. Didactic resources are materials created to facilitate the teacher’s work and the student’s learning (Ledesma Acosta et al., 2023).

Virtual reality is presented as a highly effective technological tool that facilitates access to more advanced levels of learning. By immersing students in artificial environments, it enables them to experience and feel part of distinct worlds, providing study methods that would otherwise be difficult or even unimaginable to achieve. This technology demonstrates significant potential in education, whether as a complementary tool or as a primary teaching method used by educators. Some key benefits of virtual reality for Upper Basic Education students are:

• Improving student learning from a constructivist perspective, where the immersive experience fosters a deeper understanding and more effective knowledge retention.
• Providing new learning alternatives that can be more appealing and effective for certain types of students, enabling personalization and adaptation of the educational process to individual needs.
• Facilitating collaboration among students, overcoming physical space limitations and enabling interactions and teamwork that transcend geographical or temporal barriers.

Virtual reality not only increases students’ interest and motivation but also offers tangible benefits in terms of improving learning outcomes, diversifying educational options, and promoting peer collaboration (Pozo Montenegro, 2023).

The Upper Basic Education level has focused on improving the teaching-learning process by incorporating virtual spaces as part of the educational dynamic. This involves exploring pedagogical options that foster interaction, interactivity, as well as critical and reflective thinking online. Online education has emerged as a key modality, contributing to the educational process by offering more flexible learning opportunities, exploring hybrid modalities, and combining synchronous and asynchronous approaches. This new educational landscape invites us to consider how to enrich the teaching-learning process by leveraging its flexibility and adaptability, requiring a focus on seeking, constructing, and applying knowledge through technological tools (Guerra Castro, 2022).

• Approach, Level, and Type of Research

The research employed a mixed qualitative-quantitative approach, as recommended by Hernández-Sampieri and Mendoza (2018). Combining these methodologies offers a comprehensive and rigorous understanding of the research variables, allowing practical and effective recommendations to improve the educational processes of upper basic students through AVR implementation. The research is descriptive in nature.  

• Data Collection Techniques and Instruments

The data collection techniques—survey and verification sheet—were carefully designed to ensure their ability to gather detailed and contextual information from teachers and students, respectively. These data were essential to identify patterns and trends related to the implementation of augmented virtual reality in educational processes for upper basic level students.

The survey was designed based on three dimensions: technology usage, curricular integration, and teacher satisfaction with AVR usage in the educational process. The instrument contained ten questions, eight of which were closed and used a Likert scale, while two were open-ended to collect information about how the educational environment and available resources affect AVR implementation and learning outcomes. Using the same scale, the verification sheet was designed with nine aspects to evaluate the impact of AVR on students’ educational processes, focusing on dimensions such as improved comprehension, knowledge retention, and active student participation.

• Instrument Validity and Reliability

The Cronbach’s alpha method was employed to validate the instruments, yielding a reliability score of 0.82. 

• P Population and Sample

The population comprised 209 ninth-grade upper basic education students and eight teachers teaching at this level. The sample size was calculated using the formula recommended by Cadena-Iñiguez et al. (2017), resulting in a total sample of 173 individuals, including all eight teachers intentionally selected and a proportionate representation of 165 students from different ninth-grade sections.

• Data Analysis and Interpretation

A correlational analysis was applied to the data using SPSS software, focusing on identifying relationships between variables such as:

• Level of participation in discussions about AVR content and student interest in AVR activities (see Figure 1).
• Evaluation of AVR integration in educational practices and institutional support for implementation (see Figure 2).
• Student participation in discussions about AVR content and perception of its usefulness (see Figure 3).
• Exam results and perception of AVR’s usefulness in improving educational processes (see Figure 4).

Table 1.
Level of Participation in Discussions about AVR and Level of Interest Demonstrated

		Level of Participation in Discussions about AVR Content	Level of Interest Demonstrated by Students in AVR Activities
Level of Participation in Discussions about AVR Content	Pearson Correlation	1	,791**
	Sig. (Two-tailed)		,000
	N	165	165
Level of Interest Demonstrated by Students in AVR Activities	Pearson Correlation	,791**	1
	Sig. (Two-tailedl)	,000
	N	165	165
Note: **. The correlation is significant at the 0.01 level (two-tailed).

The correlation result is highly significant (p-value < 0.01), indicating a strong positive correlation between these variables. In other words, when students show greater interest in AVR activities, they actively participate more in discussions related to that content.

In this regard, it is essential to consider the insights of Arango-Vásquez & Manrique-Losada (2023), who emphasize the importance of addressing the quality of interactions and collaborations in virtual environments, as these can influence the design of effective teaching and learning strategies based on augmented virtual reality. Analyzing the relationship between student interest in AVR activities and their participation in specific discussions highlights the need to create a stimulating virtual educational environment that fosters active student engagement.

Table 2.
Evaluation of AVR Integration in Teachers' Educational Practice and Institutional Support for AVR Implementation

		6. How would you evaluate the integration of AVR in your educational practice?	7. Do you receive institutional support for implementing AVR in the classroom?
6. How would you evaluate the integration of AVR in your educational practice?	Pearson Correlation	1	,480
	Sig. (Two-tailed)		,229
	N	8	8
7. Do you receive institutional support for implementing AVR in the classroom?	Pearson Correlation	,480	1
	Sig. (Two-tailed)	,229
	N	8	8
Note: **. The correlation is significant at the 0.01 level (two-tailed).

The correlation result between the evaluation of AVR integration in teachers' educational practices and the institutional support received for implementing AVR in the classroom is 0.480. This positive correlation indicates a moderate relationship between these two variables.

In line with this observation, Hernández Ponce et al. (2022) argue that as new generations of teachers are trained in this teaching method and acquire skills to manage virtual spaces, we will have well-prepared educators capable of effectively performing their tutorial roles. This approach not only enhances teachers’ technical competence but also optimizes their ability to interact and guide students in digital environments.

Such findings highlight the importance of ongoing institutional support and professional development initiatives to maximize the potential of augmented virtual reality in educational settings.

Table 3.
Level of Student Participation in Discussions about AVR Content and Teacher Perception of AVR’s Usefulness

		Level of Student Participation in Discussions about AVR Content	8. What is the teacher's perception of AVR's usefulness for improving the educational process?
Level of Student Participation in Discussions about AVR Content	Pearson Correlation	1	,268
	Sig. (Two-tailed)		,521
	N	165	8
8. What is the teacher's perception of AVR's usefulness for improving the educational process?	Pearson Correlation	,268	1
	Sig. (bilateral)	,521
	N	8	8
Note: **. The correlation is significant at the 0.01 level (two-tailed).

The correlation between the level of student participation in discussions about AVR content and the teacher's perception of AVR's usefulness for improving the educational process is 0.268. This suggests that the teacher's perception of AVR's usefulness does not appear to be directly related to the level of student participation in discussions about AVR content in the classroom, at least within the context of this study and its sample size.

In alignment with these findings, Martín et al. (2019) observed in their research that teachers recognize the positive contribution of AVR in fostering effective learning processes in face-to-face educational settings. However, this impact is contingent on both students and teachers perceiving the usefulness of this technology and finding the system easy to use.

This underscores the importance of ensuring both teachers and students understand and appreciate the potential of AVR technologies, alongside providing user-friendly systems, to maximize its educational benefits.

Table 4.
Exam Results and Teacher Perception of AVR’s Usefulness

		Exam Results	8. What is your perception of AVR's usefulness for improving the educational process?
Exam Results	Pearson Correlation	1	,261
	Sig. (Two-tailed)		,533
	N	165	8
8. What is your perception of AVR's usefulness for improving the educational process?	Pearson Correlation	,261	1
	Sig. (Two-tailed)	,533
	N	8	8

Note: **. The correlation is significant at the 0.01 level (two-tailed).

The correlation between exam results and the teacher's perception of AVR's usefulness for improving the educational process is 0.261. This indicates a positive correlation between these two variables, suggesting that as teachers perceive AVR as more useful, there is a slight increase in students' exam scores.

In this regard, Martín et al. (2019) argue that while teachers may recognize the significant contribution of virtual learning environments to the teaching process, students will only fully acknowledge this opportunity provided by the technology if they find it motivating, easy to use, and, most importantly, effective in improving their exam results.

Contribution to Knowledge
These findings emphasize the importance of designing AVR tools and strategies that not only align with teacher expectations but also actively engage students by enhancing usability, relevance, and direct impact on academic performance.

Limitations
The results of this research should be interpreted with caution due to the limited sample size. Additionally, the effective implementation of AVR may face challenges related to technological infrastructure and teacher training. This highlights the need for broader and more representative studies on the subject.

There is a significant correlation between the level of interest demonstrated by students in AVR activities and their active participation in discussions related to this content. This suggests that fostering student interest in AVR applications can enhance their participation and engagement in the educational process.

Although a moderate correlation is observed between teachers' positive evaluation of AVR integration and the institutional support received, this relationship is not statistically significant. This indicates the need for greater institutional support to optimize the effective integration of AVR in classrooms and maximize its impact on learning.

Despite a positive correlation between teachers' perception of AVR’s usefulness and students' exam results, this association is not statistically significant. This suggests that other factors may have a more decisive influence on students' academic performance than individual teachers' perceptions of the technology's usefulness.

Conflict of Interest: The authors declare no conflict of interests

Author Contributions:
Resabala Delgado, K. M.: Conceptualization, Formal Analysis, Methodology, Investigation, Supervision, Validation, Original Draft Writing, Review, and Editing.
Aguilar Oña, K. Y.: Conceptualization, Formal Analysis, Methodology, Investigation, Validation, Original Draft Writing, Review, and Editing.