Publicación: Augmented Reality in Primary Education: understanding of artistic elements and didactic application in social sciences
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2018-12-21
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info:eu-repo/semantics/openAccess
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Universitat de Barcelona. Grupo de Investigación Enseñanza y Aprendizaje Virtual (GREAV)
Resumen
En la presente investigación se valora la integración de la Realidad Aumentada como tecnología emergente con impacto significativo en el aprendizaje. Se implementa una unidad didáctica en 3 fases utilizando modelos de arte ibérico a través de Realidad Aumentada como recurso educativo. A partir de un diseño cuasi experimental en la primera dimensión y métodos mixtos en la segunda dimensión, se analizan los datos de 73 estudiantes, aplicando el test de Wilcoxon, el U de Mann Whitney, la prueba de los signos y la observación participante. Se detalla que el trabajo e integración de la Realidad Aumentada en contextos educativos no mejora significativamente el rendimiento académico. Sin embargo, se destacan mejoras estadísticamente significativas en la motivación, la participación activa, el trabajo grupal, el reconocimiento de contenidos artísticos, el interés, el entusiasmo, el compromiso y la diversión en el proceso de aprendizaje. A través de estos métodos y recursos, los alumnos tienen la oportunidad de manipular objetos artísticos, lo que les permite un mejor análisis de los contenidos en historia del arte. El planteamiento pedagógico ha posibilitado un trabajo grupal motivador y satisfactorio para el estudiante, con la posibilidad de desarrollar competencia digital y habilidades de búsqueda y selección de información clave.
In the present research the integration of we analyze Augmented Reality as emerging technology with significant impact on learning. A didactic unit was implemented in 3 phases using models of Iberian art through Augmented Reality as an educational resource. Based on a quasi-experimental design in the first dimension and mixed methods in the second dimension, the data of 73 students was analyzed, applying the Wilcoxon test, the Mann Whitney U test, the signs test and participant observation. We detail that the work and integration of Augmented Reality in educational contexts does not improve significantly the academic performance. However, there are statistically significant improvements regarding motivation, active participation, group work, analysis of artistic content, interest, enthusiasm, encouragement and fun in the learning process. Through these methods and resources, students have the opportunity to manipulate artistic objects, which allows them to analyze better the contents in art. The pedagogical approach has made possible a motivating and satisfactory group work for the student, with the possibility of developing digital competence and key information skills.
In the present research the integration of we analyze Augmented Reality as emerging technology with significant impact on learning. A didactic unit was implemented in 3 phases using models of Iberian art through Augmented Reality as an educational resource. Based on a quasi-experimental design in the first dimension and mixed methods in the second dimension, the data of 73 students was analyzed, applying the Wilcoxon test, the Mann Whitney U test, the signs test and participant observation. We detail that the work and integration of Augmented Reality in educational contexts does not improve significantly the academic performance. However, there are statistically significant improvements regarding motivation, active participation, group work, analysis of artistic content, interest, enthusiasm, encouragement and fun in the learning process. Through these methods and resources, students have the opportunity to manipulate artistic objects, which allows them to analyze better the contents in art. The pedagogical approach has made possible a motivating and satisfactory group work for the student, with the possibility of developing digital competence and key information skills.
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Categorías UNESCO
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Educación Primaria, innovación educativa, realidad aumentada, tecnología educativa, elementary education, educational innovation, augmented reality, educational technology
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Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales