Percepciones del alumnado hacia el aprendizaje mediante objetos educativos enriquecidos con realidad aumentada

Ruiz, Urtza Garay; Garitano, Eneko Tejada; Garrido, Carlos Manuel Castaño

doi:10.21071/edmetic.v6i1.5812

Cited by 17 publications

(14 citation statements)

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“…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]. The literature shows that AR is a resource that can be used in different educational stages, from the initial stages of school [18] to higher education [19].Likewise, AR offers a series of potential benefits in the learning process, such as the assumption of a greater role for the student [20], an increase in the student's motivation [21], self-regulation [22], and interest in a task [23], and the exploration of teaching materials and content [24]. AR also encourages digital competition [25] and promotes the development of significant, constructivist, collaborative discovery, and ubiquitous learning [26][27][28].…”

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

et al. 2019

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Augmented reality is an emerging technology that has gained great relevance thanks to the benefits of its use in learning spaces. The present study focuses on determining the performance and scientific production of augmented reality in higher education (ARHE). A bibliometric methodology for scientific mapping has been used, based on processes of estimation, quantification, analytical tracking, and evaluation of scientific research, taking as its reference the analysis protocols included in the Preferred Reporting Items for Systematic reviews and Meta-analyses for Protocols (PRISMA-P) matrix. A total of 552 scientific publications on the Web of Science (WoS) have been analyzed. Our results show that scientific productions on ARHE are not abundant, tracing its beginnings to the year 1997, with its most productive period beginning in 2015. The most abundant studies are communications and articles (generally in English), with a wide thematic variety in which the bibliometric indicators "virtual environments" and "higher education" stand out. The main sources of origin are International Technology, Education and Development Conference (INTED) Proceedings and Education and New Learning Technologies (EDULEARN) Proceedings, although Spanish institutions are the most prolific. In conclusion, studies related to ARHE in the WoS have become increasingly abundant since ARHE's research inception in 1997 (and especially since 2009), dealing with a wide thematic variety focused on "virtual environments" and "higher education"; abundant manuscripts are written in English (communications and articles) and originate from Spanish institutions. The main limitation of the study is that the results only reveal the status of this issue in the WoS database. Appl. Sci. 2019, 9, 5306 2 of 17 the professional practice of teachers and is visible in the need to carry out innovative practices [7] according to the requirements of an education immersed in this digitalized era [8].In this sense, the digital competency of teachers has become especially relevant in their daily tasks [9]; indeed, teachers are at the forefront of the education of new generations of students who are highly familiar with technology [10]. Despite this, current students still have certain training lacunae in related professional competences [11]. 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 technologi...

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

et al. 2019

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“…doi: http://dx.doi.org/10.15359/ree.23-3.14 URL: http://www.una.ac.cr/educare CORREO: educare@una.cr Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: educare@una.cr En suma, la mayoría de docentes aplicaría la metodología mobile learning en sus aulas, coincidiendo con la opinión positiva recogida en estudios similares (Contreras, 2010;Garay et al, 2016;Grané et al, 2013;Rivera et al, 2013). Por tanto, se percibe, entre el estudiantado, que los dispositivos móviles mejoran el aprendizaje (Wu et al, 2012).…”

Section: Resultados Análisis Y Discusiónunclassified

“…En este estudio se ha seguido una metodología de corte cuantitativo con la finalidad de describir la realidad observada (Grané, Fernández y Baptista, 2013). El instrumento utilizado para la recogida de información ha sido el cuestionario, compuesto por 20 ítems y elaborado ad hoc en base a las consideraciones de distintos estudios sobre el mobile learning (Aznar-Díaz, Cáceres-Reche y Cabero et al, 2017;Fombona y Pascual, 2013;Garay et al, 2016;Rivera et al, 2013).…”

Section: Metodologíaunclassified

“…Por otro lado, estudios previos sobre la percepción del estudiantado acerca de la metodología mobile learning recogen una opinión positiva de su uso para la mejora del aprendizaje (Contreras, 2010;Garay, Tejada y Castaño, 2016;Grané, Crescenzi y Olmedo, 2013;Rivera, Sánchez, Romo, Jaramillo y Valencia, 2013). doi: http://dx.doi.org/10.15359/ree.23-3.14 URL: http://www.una.ac.cr/educare CORREO: educare@una.cr Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica.…”

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Opinión de futuros equipos docentes de educación primaria sobre la implementación del mobile learning en el aula

Lucena

Díaz

Reche

et al. 2019

Rev. Electr. Educare

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Las tecnologías de la información y comunicación (TIC) son una tendencia a implementar en el ámbito educativo. En concreto, la universalización en el uso de los dispositivos móviles ha posibilitado su aplicación en diferentes etapas educativas. El objetivo de este trabajo ha sido conocer la opinión de futuros equipos docentes de educación primaria sobre la implementación del mobile learning en el aula. La metodología empleada es de corte cuantitativo, con la finalidad de describir la realidad observada en una muestra de estudiantado universitario del grado en Educación Primaria de la Universidad de Granada. Así mismo, se utilizó como instrumento de recogida de datos un cuestionario elaborado ad hoc, con base en una escala Likert de 4 niveles. El análisis de los datos se ha realizado mediante el software de análisis estadístico SPSS y AMOS. Entre los resultados se resalta la percepción positiva del estudiantado sobre la incorporación de la metodología mobile learning en educación primaria, así como la adecuación en el uso de tecnologías móviles emergentes como la realidad aumentada y realidad virtual. Por último, se discuten distintas implicaciones y recomendaciones sobre la aplicación de los dispositivos móviles en el aula, entre ellas la generalización de estos recursos en este espacio, reticencias que todavía existen por parte del personal docente (maestros y maestras) y la mejora del aprendizaje estudiantil.

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Perceptions on the use of mixed reality in mobile environments in secondary education

Marín-Díaz

Requena

Aznar

et al. 2022

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PurposeThe beliefs about this subject of N = 223 secondary education teachers were collected through an ex post facto research method using a descriptive and correlational design and a 27-item questionnaire.Design/methodology/approachThe arrival of online learning, in this case m-learning, to secondary education, has made educators in this stage incorporate digital resources, such as Smartphones or mixed reality (MR), to their classroom methodologies. The present study describes the results obtained in the project design, implementation and evaluation of MR materials in learning environments (PID2019-108933GB-I00). The starting general objective is to determine the perception of Compulsory Education teachers-in-training from the areas of Experimental Sciences, Engineering and Architecture, and Health Sciences, on the use of MR as a teaching tool under the m-learning modality.FindingsThe main conclusion obtained was that neither sex nor age had an influence on the use of MR in the classroom, and its use was determined by elements associated with the classroom methodology, such as collaborative work and attention to diversity, which took place in the education center.Research limitations/implicationsThe main obstacle found when conducting the research was being able to access the general population of teachers-in-training in the aforementioned Master's program.Originality/valueThe value of the article lies in publicizing the knowledge that secondary school teachers have of MR and giving clues to create training actions that encourage its incorporation into the classroom methodology.

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Percepciones del alumnado hacia el aprendizaje mediante objetos educativos enriquecidos con realidad aumentada

Cited by 17 publications

References 9 publications

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

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

Opinión de futuros equipos docentes de educación primaria sobre la implementación del mobile learning en el aula

Perceptions on the use of mixed reality in mobile environments in secondary education

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