Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas.

Abstract

La Realidad Aumentada es una tecnología emergente que cada día tiene una mayor incidencia en la docencia. Junto a ella la tecnología móvil se dibujan como uno de los binomios más eficaces para apoyar un aprendizaje significativo y ubicuo. No obstante, para que este pueda funcionar con validez el estudiante debe encontrarse motivado para utilizarlos durante el proceso formativo. A través de la aplicación del modelo Instructional Material Motivational Survey de Keller (1983), se ha tratado de determinar el grado de motivación que el alumnado de Grado de Pedagogía de la Universidad de Sevilla tienen sobre la utilización en el aula de apuntes enriquecidos a través de Realidad Aumentada y disponibles mediante dispositivos móviles. Esta metodología, ha sido valorada de forma positiva por los alumnos participantes en este estudio. Además podemos señalar que el principal hallazgo logrado ha sido la alta relación entre la motivación de los alumnos para emplear los apuntes enriquecidos y el rendimiento en la materia que los emplea. Igualmente se ha constatado que la utilización de la Realidad Aumentada beneficia el proceso de aprendizaje.

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

“…Specifically, educational technology promotes improved motivation, access to a variety of educational resources [6], as well as a greater attitude among students [7] who value and welcome active methodologies with an innovative character [8]. In this sense, it can be determined that ICTs have gone from being a simple support tool in learning spaces [9] to becoming an inseparable part of today's pedagogical processes [10], generating the appearance of new training environments [11] and new learning experiences [12].…”

Analysis of the Productive, Structural, and Dynamic Development of Augmented Reality in Higher Education Research on the Web of Science

“…Therefore, it is required that teachers integrate of knowledge and skills linked to technopedagogy-that is, a new methodological paradigm in which the materials and resources used in the teaching and learning processes are mostly technological and digital. This will improve quality indicators and reproduce innovative learning experiences in the hands of educational technology [12].…”

“…Therefore, it is required that teachers integrate of knowledge and skills linked to technopedagogy-that is, a new methodological paradigm in which the materials and resources used in the teaching and learning processes are mostly technological and digital. This will improve quality indicators and reproduce innovative learning experiences in the hands of educational technology [12].One of the technologies with great promise in the field of education is augmented reality (AR) [13,14], which allowing for unique instructional activities to facilitate learning [15]. Experts define this technology as an innovation that "allows the combination of digital information and physical information in real time through different technological devices" [16] (p. 5), thereby promoting access to expanded information about us through mobile devices [17].…”

Augmented Reality in Heritage Apps:Current Trends in Europe

“…The spread of these tools in recent decades has led to an abundance of research and publications on the potential of AR [4]. Nonetheless, as other authors have pointed out [5], there have been relatively few studies addressing the use of AR in education; there is not only a widespread lack of theoretical reflection on the issue [6], but also a belated application of this new technology in education when compared to its use in other fields [7]. 2 of 15 In fact, only a 2016 study from Spain has really begun to delve into the issue by showing that only 12.6% of analyzed apps with heritage content made use of AR [8].…”