Use of Augmented Reality to Improve Specific and Transversal Competencies in Students

Abstract

Work in higher educational centres implicates the use of different types of methodology. The digital society demands students with a digital competence, and it is the responsibility of the university institution to ensure they succeed in obtaining it. This article presents an innovative immersive experience developed in a seminar on emerging technologies with 231 university students, and records their perceptions of some augmented reality apps used on the Social Education degree course and the Social Work and Social Education joint degree course at Pablo de Olavide University in Seville (Spain) in the academic years 2016-2018. A qualitative exploratory descriptive study was used to analyse the experience. The study presents the most important findings of this experience with augmented reality at the university, and proposes some didactic uses for the most interesting of these apps, with attention to their usability, ease of use and capacity to help early-stage learners to acquire new knowledge. Students considered that AR apps would provide educational scenarios that were more stimulating, collaborative and interactive, and would foment a more open type of education (N= 159/68.8%). The principal conclusion is using this technology in the psychosocial treatment of problems could help social area professionals to sharpen their competences and, at the same time, reinforce support and improve the conditions and treatments of aspects identified in these at risk groups.

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

“…Another resource that would provide more stimulating, collaborative and interactive large scenarios is augmented reality (Vázquez-Cano et al, 2020). Regarding this type of resource, López analyzed the perceptions of 428 teachers on the cooperative use of this digital resource, finding that only a minority of teachers implement augmented reality in their classes.…”

Using Methods and Means of the Augmented Reality Technology When Training Future Teachers of the Digital School

“…Analysis of foreign studies P. Piriyasurawong justifies that the ongoing process of digitalization of education makes special requirements for improving the methodological system of the higher educational institution and supporting formation of professional competences (Piriyasurawong, 2020). As vectors for development of the digital educational environment, maximally focused on supporting formation of professional competences of the competitive and in-demand graduate, foreign researchers distinguish: improving the quality of education, formation of the mobile personality capable of adapting to rapidly changing realities of the surrounding world, including software-technical sphere (Vázquez-Cano et al, 2020). In the arsenal of mentors, as described in detail by P. Sarkar, K. Kadam, J.S.…”

“…At the moment, researches on the problems and prospects of introducing VR and AR into professional training of specialists are carried (Vázquez-Cano et al, 2020). In particular, many of them note that at present, higher education institutions use AR and VR mainly training natural sciences (Vidal-Balea et al, 2020).…”

“…The solution of these difficulties is of particular importance for training students of pedagogical training programs (Kalyanova, 2019). In the educational organization of higher education the teacher of the future learns to correlate the task, a means of action (a technique, a rule, an algorithm) and new knowledge that students, in future under his/her guidance, can acquire (Vázquez-Cano et al, 2020). In addition, it is important for a teacher to be a creator, a researcher in order to successfully fulfill duties.…”

Revista completa

“…Fuente: http://www.enlanubetic.com.es/2015/12/zookazam.html Según (Blas Padilla et al, 2019), en su estudio sobre el uso de aplicaciones RA en el ámbito educativo, la aplicación Zookazam es una de las más valoradas por los estudiantes, debido a la facilidad de manejo que con la que cuenta y a su aplicabilidad en contextos infantiles colectivos, lo que la convierte en una herramienta que aporta al proceso formativo. Para (Vázquez-Cano et al, 2020), representa una herramienta muy importante en términos de usabilidad y facilidad de uso, especialmente para aquellos estudiantes de educación primaria, en la adquisición de nuevos conocimientos.…”