Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)
The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines ele...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/186075 |
| Acceso en línea: | https://hdl.handle.net/2117/186075 https://dx.doi.org/10.3926/jotse.622 |
| Access Level: | acceso abierto |
| Palabra clave: | Augmented reality Computer-assisted instruction Educational innovations Information technology Mobile communication systems in education Mobile devices Mobile learning ICT Teaching Realitat augmentada Ensenyament assistit per ordinador Ensenyament -- Innovacions Tecnologia de la informació Comunicacions mòbils, Sistemes de, en l'ensenyament Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació |
| Sumario: | The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly |
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