AUGMENTED REALITY OF SOCIAL ENVIRONMENT KNOWLEDGE IN THE CLASSROOM IN PRIMARY SCHOOL
Fuente:
Redalyc
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo científico |
| Lenguaje: | en |
| Publicado: |
Instituto Superior de Formación Docente Salomé Ureña
2020
|
| Materias: | |
| Acceso en línea: | |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1876486149881462784 |
|---|---|
| author | Verónica Marín-Díaz |
| author_facet | Verónica Marín-Díaz |
| contents | AUGMENTED REALITY OF SOCIAL ENVIRONMENT KNOWLEDGE IN THE CLASSROOM IN PRIMARY SCHOOL Verónica Marín-Díaz Begoña Esther Sampedro-Requena Juan Manuel Muñoz-González Educación learning students teaching Augment reality primary education The increased use of information and communication technologies is now a rea-lity that cannot be ignored. The portals, blogs, videos, etc., that we can find on the internet about positive experiences of their use show that the teacher-mediated use of them can turn the curriculum into something that is more attractive to stu-dents. Therefore, subjects such as Mathe-matics, which have a significant degree of complexity for some students, can become appealing and “simple”. One of the so-ca-lled emergent technologies, which day by day has become more evident, is Augmen-ted Reality. Saddled between virtual reality and scenic realism, its addition to class-room methodologies implies the possibili-ty of experiencing the content first-hand. In this article, we present the results of a teaching innovation experiment conduc-ted with Primary School students in Spain. Through the “Augment” program, the spe-cific content named “The machines” was developed. This content corresponded to the school subject of Sciences. The starting hypothesis consisted on the use of Aug-mented Reality for the consolidation of content explained in the traditional man-ner. Afterwards, the students evaluated the experience developed. The main result obtained is the positive scoring of the tool by the students. Thus, we can conclude, plausibly, that its use in the classroom fa-cilitates the learning of complex content. 2020 artículo científico 2636-2147 https://www.redalyc.org/articulo.oa?id=759879723009 en http://www.redalyc.org/revista.oa?id=7598 Revista Caribeña de Investigación Educativa application/pdf Instituto Superior de Formación Docente Salomé Ureña Revista Caribeña de Investigación Educativa (República Dominicana) Num.1 Vol.4 |
| format | Artículo científico |
| id | redalyc_759879723009 |
| institution | Redalyc |
| language | en |
| publishDate | 2020 |
| publisher | Instituto Superior de Formación Docente Salomé Ureña |
| spellingShingle | AUGMENTED REALITY OF SOCIAL ENVIRONMENT KNOWLEDGE IN THE CLASSROOM IN PRIMARY SCHOOL Verónica Marín-Díaz Educación learning students teaching Augment reality primary education AUGMENTED REALITY OF SOCIAL ENVIRONMENT KNOWLEDGE IN THE CLASSROOM IN PRIMARY SCHOOL Verónica Marín-Díaz Begoña Esther Sampedro-Requena Juan Manuel Muñoz-González Educación learning students teaching Augment reality primary education The increased use of information and communication technologies is now a rea-lity that cannot be ignored. The portals, blogs, videos, etc., that we can find on the internet about positive experiences of their use show that the teacher-mediated use of them can turn the curriculum into something that is more attractive to stu-dents. Therefore, subjects such as Mathe-matics, which have a significant degree of complexity for some students, can become appealing and “simple”. One of the so-ca-lled emergent technologies, which day by day has become more evident, is Augmen-ted Reality. Saddled between virtual reality and scenic realism, its addition to class-room methodologies implies the possibili-ty of experiencing the content first-hand. In this article, we present the results of a teaching innovation experiment conduc-ted with Primary School students in Spain. Through the “Augment” program, the spe-cific content named “The machines” was developed. This content corresponded to the school subject of Sciences. The starting hypothesis consisted on the use of Aug-mented Reality for the consolidation of content explained in the traditional man-ner. Afterwards, the students evaluated the experience developed. The main result obtained is the positive scoring of the tool by the students. Thus, we can conclude, plausibly, that its use in the classroom fa-cilitates the learning of complex content. 2020 artículo científico 2636-2147 https://www.redalyc.org/articulo.oa?id=759879723009 en http://www.redalyc.org/revista.oa?id=7598 Revista Caribeña de Investigación Educativa application/pdf Instituto Superior de Formación Docente Salomé Ureña Revista Caribeña de Investigación Educativa (República Dominicana) Num.1 Vol.4 |
| title | AUGMENTED REALITY OF SOCIAL ENVIRONMENT KNOWLEDGE IN THE CLASSROOM IN PRIMARY SCHOOL |
| topic | Educación learning students teaching Augment reality primary education |
| url | https://www.redalyc.org/articulo.oa?id=759879723009 |