Creencias del profesorado de Educación Secundaria en torno al uso de la Realidad Mixta en el aula

Abstract

The incorporation of Information and Communication Technologies in the educational field has already become a reality. One of the emerging technologies showing the ability to promote the real and interactive learning that current society demands would be Mixed Reality. Therefore, it is important to analyze the teacher’s perception about the use of these digital resources in the educational environment. So, the main aim of this work was to know this perception in secondary school teachers about the use of Mixed Reality in this educational stage. The used method has been a descriptive and correlational quantitative study. The sample consisted of 353 teachers in training for the Master's Degree in Teacher Training for Secondary Education at the University of Córdoba. This descriptive study indicates that teachers consider that the use of Augmented Reality in teaching will promote a more active, collaborative, transversal and motivating teaching. Likewise, they consider that specific training in these technologies is needed for their implementation in the classroom. In conclusion, it should be noted that, in general, they have a positive perception of the use of Mixed Reality in the educational field. La incorporación de las Tecnologías de la Información y la Comunicación en el ámbito educativo es ya una realidad. Una de las tecnologías emergentes que está demostrando que promueve el aprendizaje real e interactivo que la sociedad demanda, sería la Realidad Mixta. Por tanto, es importante conocer y analizar cuál es la percepción que los docentes tienen del uso de estos recursos digitales en el medio educativo. Por ello, el objetivo de este trabajo fue conocer la percepción que tienen los docentes en formación de Educación Secundaria sobre el uso de la Realidad Mixta en esta etapa educativa. El método seguido ha sido un estudio cuantitativo de corte descriptivo y correlacional. La muestra estuvo compuesta por 353 docentes en formación del Máster de Formación de Profesorado de Enseñanza Secundaria de la Universidad de Córdoba. El estudio descriptivo indica que el profesorado considera que el uso de la Realidad Aumentada en la enseñanza permitirá promover una enseñanza más activa, colaborativa, trasversal y motivadora. Asimismo, consideran que se necesita una formación específica de estas tecnologías para su implementación en las aulas. Como conclusión apuntar que en general tienen una percepción positiva del empleo de la Realidad Mixta en el ámbito educativo.

Views of secondary education teachers on the use of mixed reality

“…If we consider age to obtain an answer to H2 (The age of pre-service teachers does not show differences on the use of MR in classrooms), we observed that no differences were found, so that the hypothesis can be accepted in the three factors, as opposed to the results obtained by Marín-Díaz et al (2022c) with a study population that was similar to that in the present study.…”

“…In the specific case of our object of study, MR, we initially verified that pre-service secondary education teachers associate it with 3 factors, i.e., the teaching or classroom methodology, training, and attention to diversity, just as studies by Marín-Díaz et al (2022c).…”

“…More specifically, women value the attention to diversity in the use of MR in the Obligatory Secondary Education), we can consider that gender is an element that determines the presence of MR in the classroom, in the sense that women leaned toward its use as a resource in their teaching. Thus, H1 can be accepted in factor 1 (Teaching methodology in the use of MR), and rejected in factors 2 and 3 (Technology training on the use of MR, and Attention to diversity on the use of MR), as opposed from the results obtained by Bursztyn et al (2017) and Marín-Díaz et al (2022c).…”

Education and New Developments 2023 – Volume 1

“…As for MR, it was verified, as in the work by Marín, Sampedro and Vega (2023), that the variable age did not have an effect on having knowledge on how to use MR or not, in educational and inclusive contexts. However, with respect to gender, and in contrast to the data from Bursztyn et al Education andNew Developments 2023 (2017), in aspects such as the creation of virtual spaces, knowing about the immersion devices (goggles/headsets) needed for using MR, or knowing how to create training spaces for the visually disabled or those with learning difficulties, the women were more predisposed towards them.…”

Obstáculos en la enseñanza de soporte vital básico en educación secundaria: creencias y conocimiento del profesorado

“…Cuestionario de creencias sobre la enseñanza del soporte vital en educación secundaria: En general, los cuestionarios de creencias han sido aplicados ampliamente en investigaciones relacionadas con el pensamiento del profesorado (Latorre et al, 2009, Marín-Díaz et al, 2023. En nuestro estudio, se empleó una escala de medición tipo Likert con cinco niveles para conocer el grado de conformidad con las afirmaciones propuestas.…”