Publicidad holográfica 3d: un catalizador empresarial en ecosistemas de emprendimiento universitario - estudio cuasiexperimental en perú
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Abstract
La incorporación de tecnologías emergentes en la educación superior representa una oportunidad para desarrollar competencias emprendedoras. Este estudio tuvo como objetivo evaluar el impacto de una intervención educativa basada en publicidad holográfica 3D sobre las competencias de emprendimiento en estudiantes universitarios peruanos. Se implementó un diseño cuasiexperimental con pretest-postest y grupos control (n=13) y experimental (n=13) en estudiantes del quinto ciclo de Administración de Negocios de la Universidad Nacional del Centro del Perú. Se aplicó un instrumento de 25 ítems que evalúa cinco dimensiones del emprendimiento: intención emprendedora, autoeficacia, competencias emocionales, habilidades sociales y soporte institucional. Los datos se analizaron mediante pruebas no paramétricas (Wilcoxon, U de Mann-Whitney) en SPSS v.27. Los resultados evidenciaron diferencias significativas entre grupos (Z = -2,673; p = 0,008), con el 76,9% del grupo experimental alcanzando el nivel de logro destacado versus 7,7% del grupo control. El análisis por dimensiones reveló efectos significativos únicamente en soporte institucional (p = 0,026), mientras que las demás dimensiones no mostraron cambios estadísticamente significativos (p > 0,05). Se concluye que la intervención holográfica 3D tiene efectos limitados pero estadísticamente significativos en el desarrollo de competencias emprendedoras, específicamente en la percepción del soporte institucional. Las limitaciones incluyen el tamaño muestral reducido, la ausencia de aleatorización y la duración breve de la intervención.
The incorporation of emerging technologies in higher education represents an opportunity to develop entrepreneurial competencies. This study aimed to evaluate the impact of an educational intervention based on 3D holographic advertising on entrepreneurship competencies in Peruvian university students. A quasi-experimental design with pretest-posttest and control (n=13) and experimental (n=13) groups was implemented with fifth-cycle Business Administration students at the Universidad Nacional del Centro del Perú. A 25-item instrument evaluating five entrepreneurship dimensions was applied: entrepreneurial intention, self-efficacy, emotional competencies, social skills, and institutional support. Data were analyzed using non-parametric tests (Wilcoxon, Mann-Whitney U) in SPSS v.27. Results showed significant differences between groups (Z = -2.673; p = 0.008), with 76.9% of the experimental group achieving outstanding performance versus 7.7% of the control group. Dimensional analysis revealed significant effects only in institutional support (p = 0.026), while other dimensions showed no statistically significant changes (p > 0.05). It is concluded that the 3D holographic intervention has limited but statistically significant effects on entrepreneurial competency development, specifically in institutional support perception. Limitations include reduced sample size, absence of randomization, and brief intervention duration.
The incorporation of emerging technologies in higher education represents an opportunity to develop entrepreneurial competencies. This study aimed to evaluate the impact of an educational intervention based on 3D holographic advertising on entrepreneurship competencies in Peruvian university students. A quasi-experimental design with pretest-posttest and control (n=13) and experimental (n=13) groups was implemented with fifth-cycle Business Administration students at the Universidad Nacional del Centro del Perú. A 25-item instrument evaluating five entrepreneurship dimensions was applied: entrepreneurial intention, self-efficacy, emotional competencies, social skills, and institutional support. Data were analyzed using non-parametric tests (Wilcoxon, Mann-Whitney U) in SPSS v.27. Results showed significant differences between groups (Z = -2.673; p = 0.008), with 76.9% of the experimental group achieving outstanding performance versus 7.7% of the control group. Dimensional analysis revealed significant effects only in institutional support (p = 0.026), while other dimensions showed no statistically significant changes (p > 0.05). It is concluded that the 3D holographic intervention has limited but statistically significant effects on entrepreneurial competency development, specifically in institutional support perception. Limitations include reduced sample size, absence of randomization, and brief intervention duration.
Description
Vol. 5, No. 12
Keywords
Publicidad holográfica 3D, Emprendimiento universitario, Tecnología educativa, Cuasiexperimental, Competencias emprendedoras, 3D holographic advertising, University entrepreneurship, Educational technology, Quasi-experimental, Entrepreneurial competencies, Publicidade holográfica 3D, Empreendedorismo universitário, Tecnologia educacional, Quase-experimental, Competências empreendedoras.