Posibilidades De Utilización De La Geolocalización Y Realidad Aumentada en El Ámbito Educativo

Cadavieco, Javier Fombona; Vázquez‐Cano, Esteban

doi:10.5944/educxx1.19046

Cited by 33 publications

(16 citation statements)

References 42 publications

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“…The school should be a place where students are educated in the critical and responsible use of technology, thereby avoiding the dangers of exposure to material unsuitable for their age. The school should also instruct families on their children's responsible use of technology, by making parents aware that unsupervised use of digital devices can lead to psychological damage as a result of online harassment, addiction, poor educational performance, absenteeism and abandonment of studies, as well as sleep and avoidant personality disorders [61][62][63][64][65][66].…”

Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

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Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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“…The benefits that derive from the implementation of AR in the educational field include the improvement of the student's involvement as an active agent of their own learning (CABERO; LLORENTE; GUTIÉRREZ, 2017), the reinforcement of digital competence in the student body (TOLEDO; SÁNCHEZ; UNIVERSIDAD DE SEVILLA, 2017), the increase in motivation (BACCA et al, 2014), the enhancement of their autonomy and attention to content (MARÍN; CABERO; GAL-LEGO, 2018), attention to the task to be carried out (CHENG, 2017) and the exploration of learning (FOMBONA; VÁZQUEZ, 2017). This implies that various educational modalities can be developed that require the development of all these areas already mentioned, promoting collaborative learning, based on constructivism, of a meaningful nature and by discovery (CABERO; LLORENTE; MARÍN, 2017).…”

Section: Augmented Reality (Ar) As Educational Technologymentioning

confidence: 99%

Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era

et al. 2021

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Flipped learning and augmented reality have become two emerging didactic proposals today in the field of education. This study analyzes the effectiveness of flipped learning and augmented reality in various dimensions related to the learning process. A quasi-experimental design has been carried out in a sample of 116 students from Spain, of the third level of Secondary Education. A questionnaire has been used to collect the research data. The results show that there is a high appreciation by students of both educational experiences, although differences in various dimensions are present. Those who have received teaching based on flipped learning show significance in the dimensions teacher-student, autonomy, deepening and classtime. On the other hand, those who have developed the experience with augmented reality show significance in the dimensions of motivation, interrelation with content and students, and resolution. In conclusion, both the application of an emerging methodology based on flipped learning and the use of educational technology with augmented reality contributes positively to the optimization of learning processes in the Mathematics classroom.

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“…Mobile devices such as smartphones or tablets offer easier and cheaper access to augmented reality than before [28,37], and appearance in the videogame market of mobile augmented reality games with potentially millions of users [38], such as Pokemon Go [39], have led to the fact that augmented reality is gaining ground in the field of education. In addition, Fombona and Vázquez [40] state that we have teams capable of performing tasks supported by augmented reality, because 80% of the teams have the Android operating system, and 60% of them have an integrated GPS system, which allows them to perform geolocation tasks.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

et al. 2020

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One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

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Posibilidades De Utilización De La Geolocalización Y Realidad Aumentada en El Ámbito Educativo

Cited by 33 publications

References 42 publications

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

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