Work in higher educational centres implicates the use of different types of methodology. The digital society demands students with a digital competence, and it is the responsibility of the university institution to ensure they succeed in obtaining it. This article presents an innovative immersive experience developed in a seminar on emerging technologies with 231 university students, and records their perceptions of some augmented reality apps used on the Social Education degree course and the Social Work and Social Education joint degree course at Pablo de Olavide University in Seville (Spain) in the academic years 2016-2018. A qualitative exploratory descriptive study was used to analyse the experience. The study presents the most important findings of this experience with augmented reality at the university, and proposes some didactic uses for the most interesting of these apps, with attention to their usability, ease of use and capacity to help early-stage learners to acquire new knowledge. Students considered that AR apps would provide educational scenarios that were more stimulating, collaborative and interactive, and would foment a more open type of education (N= 159/68.8%). The principal conclusion is using this technology in the psychosocial treatment of problems could help social area professionals to sharpen their competences and, at the same time, reinforce support and improve the conditions and treatments of aspects identified in these at risk groups.
This paper shows a piece of research in which parents, students, teachers and educational supervisors' opinions about virtual management and open government at schools are analyzed. Nowadays virtual communication through computers or mobile digital devices is a common activity developed by any citizen. In this current Information and Communication Society context, school communities need institutional support based on interactive tools that are operative in this digital context. Parents should be informed and participate constantly about the progress of their children but they also must be involved in the knowledge of tasks, exercises and activities that are performed in the classroom and school. Through a quantitative and qualitative methodology we analyze educational communities' opinions about main virtual tools to improve communication, administrative tasks, and academic activities in order to enhance educational institutions quality. We have reached remarkable results, such as: school organization, communication among all members of school communities, educational programming, along with teaching functions can be significantly improved with the use of institutional interactive networks that include communicative functions and school management in a virtualized way. Digital communication and management of the school through networks makes educational communities (families, teachers and students) to be integrated in a more productive and beneficial way at the school. It is remarkable parents' feelings of being integrated in a true community in which they can participate through different communication channels. They consider themselves as active members of the educational institution where they can participate in its functioning through polls, surveys and monitor their children educational progress from an active parents' role.
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