Realidad Aumentada como herramienta de mejora de la inteligencia espacial en estudiantes de educación secundaria

Abstract

En el presente estudio se muestra una experiencia de innovación educativa llevada a cabo con alumnado de bajo rendimiento de tercer curso de Educación Secundaria Obligatoria, en la materia de Tecnologías. Centrando el eje del estudio entorno a una unidad didáctica vinculada a la expresión gráfica, con el fin de mejorar su grado de habilidad espacial. En el desarrollo de esta experiencia ha sido seleccionado como muestra de estudio el grupo de tercer curso, que presenta a nivel general mayor dificultad para asimilar este tipo de conocimientos. Se describe de manera detallada como se ha innovado trabajando contenidos vinculados a la expresión gráfica: las perspectivas de los objetos; a través de herramientas de realidad aumentada. Para ello, se ha recurrido a una estrategia innovadora de enseñanza-aprendizaje centrada en el empleo de herramientas TIC, entre las que las que destaca la utilización de teléfonos inteligentes por parte del alumnado. Presentamos la descripción detallada de la experiencia, así como los principales resultados observados tras su realización. Entendemos que inciden en la necesidad de introducir la realidad aumentada en el proceso de enseñanza-aprendizaje, como una estrategia educativa innovadora apoyada en el uso de los smartphones.

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

“…For example, it has been shown that the students have a favorable attitude towards it, and its use increases the motivation towards learning [32][33][34], favors the creation of a constructivist context of training [31], promotes an active learning environment [7,35], which reduces the cognitive load the students are subjected to in training tasks [7,36], the students show a high degree of acceptance and positive attitudes towards the technology [37][38][39][40] and it awakens a high degree of satisfaction in the students and the teachers [39][40][41][42][43]. Also, it improves the spatial ability and orientation of the students [44,45], and its use improves academic performance [46]. It should be noted that experiments are being conducted for its inclusion into e-learning activities [31], as well as experiments in which the students become producers of learning objects [47][48][49].…”

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

“…This possibly constitutes one of the most serious problems for its incorporation into teaching. Some aspects have been stressed in those works, however: that students show favorable attitudes towards AR and that its utilization enhances motivation towards learning [32,33]; that it helps create a constructivist learning context [16,34]; that it favors an active teaching environment [35]; that it reduces the cognitive load to which students are subjected in learning tasks [36,37]; that students have a high degree of acceptance as well as positive attitudes in relation to AR technology [38][39][40][41][42][43]; that it increases satisfaction levels amongst both students and teachers [24,[44][45][46]; that it improves students' spatial skills and orientation [47,48]; and finally, that its use enhances academic performance [26,30,49]. Additionally, it deserves to be highlighted that experiments are already being carried out for its incorporation into e-learning-based learning initiatives [31,50], as well as into others where students act as learning object producers [51,52].…”

Cuerpos y planos geométricos usando realidad aumentada y computación afectiva

“…En el estudio realizado por del Cerro et al [13] abordan temas de figuras geométricas adaptadas al plan de estudio de tercer grado de secundaria, con herramientas como Junaio y Sketchup. Las actividades educativas consistieron en ejercicios prácticos en donde usando marcadores QR convencionales obtenían diferentes vistas de la figura solicitada.…”