Document Modeling: Methodology and Applications

Kazakov, I. A.; Kustova, I. A.; Mantsivoda, Andrei

doi:10.26516/1997-7670.2020.32.79

Cited by 1 publication

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“…The documentary analysis of the texts obtained was carried out using semantic methods. The proposed approach uses different methods based on semantics and similarity measures to reduce the huge number of extracted textual characteristics and, consequently, reduce spatial and temporal complexities [71][72][73][74]. We applied a text network analysis method based on the analysis of students' perception of AR in three dimensions (areas of intervention with the support of AR, benefits of AR, and limitations of AR) [75,76].…”

Section: Methodsmentioning

confidence: 99%

Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach

et al. 2020

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The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the course contents and increase the motivation and interest of the student. This research aims to measure the socio-educational impact that AR presents in the teaching processes of university students of social education. These are professionals in training dedicated, precisely, to social and educational actions. In order to reach the pursued objective, an exploratory study of qualitative and descriptive nature was approached from a methodological conception based on the action-research. The study was carried out during three academic courses and consisted of an experience of integration of AR in the classroom in order to determine which applications, and advantages or limitations of a socio-educational nature, were perceived by the participants in that process. The documents generated were analyzed mainly using semantic methods. The main results were that AR is positive overall for its use in learning processes and, specifically in its field, optimal for the development of professional skills within the framework of social education. As to benefits, it highlighted the strengthening of learning dynamism, motivation, and interaction among students; as to limitations, these included the fact that it is not an accessible technology, the need for previous training and that it can reduce sociability. It was also stressed that it can be a useful resource in many areas of social education (childhood and adolescence, gerontology, drug addiction, etc.). In general, therefore, it can be concluded that the use of AR in university training, in this area of knowledge, allows content to be more dynamic and real in a sustainable way, thus achieving a highly transferable and motivating path to develop content and competencies.

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