<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000102031</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15284949</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática: impacto del aula invertida en el aprendizaje de estudiantes de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic review: Impact of the flipped classroom on primary school students' learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Tafur]]></surname>
<given-names><![CDATA[Lucinda Anatila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynoso Lázaro]]></surname>
<given-names><![CDATA[Martiniano F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capcha Carrillo]]></surname>
<given-names><![CDATA[Tito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda Sánchez]]></surname>
<given-names><![CDATA[Magda Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000102031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación busca destacar la relevancia del aula invertida en los procesos de enseñanza y aprendizaje. En este sentido, el estudio tiene como finalidad analizar el impacto de dicha metodología en el aprendizaje de estudiantes de educación primaria. Para ello, se llevó a cabo una revisión sistemática de la literatura publicada durante los últimos cuatro años (2019-2023). El proceso metodológico incluyó la búsqueda de información en bases de datos académicas como Scopus y Web of Science, utilizando términos clave en español e inglés relacionados con el impacto del aula invertida. Tras aplicar criterios de selección rigurosos, se identificaron inicialmente 84 artículos, los cuales fueron sometidos a una revisión exhaustiva. Finalmente, solo 12 cumplieron con los requisitos establecidos para su inclusión en el análisis. Los hallazgos evidencian que el aula invertida se ha implementado en educación primaria con el propósito de optimizar los aprendizajes en diversas áreas del conocimiento. Esto permite concluir que esta metodología se ha consolidado como una estrategia efectiva en dicho nivel educativo, demostrando un impacto positivo en múltiples dimensiones del proceso formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research seeks to highlight the relevance of the flipped classroom in teaching and learning processes. The study aims to analyze the impact of this methodology on the learning of primary school students. To this end, a systematic review of the literature published during the last four years (2019-2023) was conducted. The methodological process included searching academic databases such as Scopus and Web of Science, using key terms in Spanish and English related to the impact of the flipped classroom. After applying rigorous selection criteria, 84 articles were initially identified, which were subjected to an exhaustive review. Ultimately, only 12 met the requirements established for inclusion in the analysis. The findings show that the flipped classroom has been implemented in primary education with the purpose of optimizing learning in various areas of knowledge. This allows us to conclude that this methodology has been consolidated as an effective strategy at this educational level, demonstrating a positive impact on multiple dimensions of the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="es"><![CDATA[primaria]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategia]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[primary school]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[strategy]]></kwd>
</kwd-group>
</article-meta>
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