Evaluación de software en la producción de objetos en Realidad Aumentada con fines educativos

Abstract

ResumenEl interés del presente artículo está destinado a evaluar las posibilidades que ofrece el software de producción de Realidad Aumentada (RA) existente en el momento actual para su incorporación en el ámbito educativo, con el objeto de identificar aquellas características que se adecuen a las necesidades de los docentes que pretendan diseñarlos, producirlos e incorporarlos a sus aulas. Para ello se construyó un cuestionario destinado a indagar sobre el grado de conocimiento que los expertos que evaluaron los diferentes software poseían de diferentes programas existentes en el mercado para la producción de objetos en RA. Entre los resultados obtenidos, destacar que, ante la falta de estudios que valoren el software de producción de objetos de aprendizaje en RA, el presente trabajo aporta indicaciones, tanto para la selección del mismo, como para tener criterios para su valoración. De las conclusiones obtenidas, destacar que el trabajo ha permitido identificar los diez programas que son más conocidos por los expertos en los momentos en los cuales se realizan, como, por ejemplo: AbstractThis article has the main interest to evaluate the possibilities offered by the existing Augmented Reality (AR) production software for its incorporation into the educational field, in order to identify those characteristics that meet the needs of teachers who intend to design, produce and incorporate them into their classrooms. For this purpose, a questionnaire was created to investigate the degree of knowledge that the experts who evaluated the different software possessed of different existing programs in the market for the production of objects in AR. Among the results obtained, it should be noted that, in the absence of studies that assess the production software of learning objects in AR, this work provides indications, both for the selection of the same, and to have criteria for its assessment. From the conclusions obtained, highlight that the work has allowed to identify the ten programs that are most known by the experts at the moments in which they are made, such as: Arlab,

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

“…Integrating these advances into the design of xMOOCs can improve the achievement of learning objectives through more engaging and interactive experiences for learners (Table 5). It is interesting to contrast these results with the findings found in the xMOOC participants (Minga-Vallejo & Ramírez-Montoya, 2022) who regardless of their profile heterogeneity stated that their training needs were met to the extent that the learning activities included an innovation, which can be developed from omnipresent digital platforms (Bogers et al, 2019) seen as levers of change (Yousef & Sumner, 2021) and innovation (Cabero Almenara et al, 2020). In another study, desirable products or services resulted from the decisions about the course design and its alignment with the SDGs (Gómez-Llanos & Durán-Barroso, 2020).…”

“…Both innovation and collaborative construction nurture the development of society; open science is an engine that stimulates the democratization of knowledge and brings the possibility of shared co-construction and open innovation (Ramírez-Montoya & Garcña-Pealvo, 2018). Due to education’s pressing challenges, such as the complex and atypical situation caused by the COVID-19 pandemic (Aldosari et al, 2022; Cabero Almenara et al, 2020), society needs flexible and resilient educational systems to face an unpredictable future (Ali, 2020) and to be able to assess progress and setbacks in teaching and learning (Aguayo et al, 2022). Challenges faced by emerging models of knowledge construction and digital creation have been identified (Marimon-Martí et al, 2022; Zou et al, 2021).…”

Learning English in Early Childhood Education with Augmented Reality: Design, Production, and Evaluation of the “Wordtastic Kids” App

“…Therefore, it can be concluded that AR can be a useful tool to complement the traditional learning [23,24] of vocabulary by children. However, it is important to take into account that the successful implementation of AR will depend on several factors, such as the adequate preparation of the teacher, the quality of the AR content, and the capacity of the children to interact with technology effectively; considering that there are possible disadvantages to be taken into account, especially at the age of kindergarten children, such as sensory overload consisting of too many simultaneous visual or auditory stimuli, which could be overwhelming and confusing for children; dependence on technology involving difficulty in social interaction; then it is important to balance the use of technology with other activities and pedagogical approaches so as not to replace the actual experience of touching, feeling and experimenting with physical objects.…”

Perception of Peruvian Students Studying in Biological Sciences about the Advantages of Virtual Classes during the COVID-19 Pandemic

“…A study in Greece in the first two months of the COVID-19 pandemic confirmed great enthusiasm among university students for these new ways of virtual teaching and learning [4]. This initial optimism led to the assumption that the pandemic enabled the integral digital 2 of 13 transformation of universities, favorably affecting teaching and learning at the university level [5,6].…”