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Virtual and Augmented Realities in Elementary School: Teachers' Perceptions

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dc.contributor.authorRoca Bravo, Pablo
dc.contributor.orcidhttps://orcid.org/0009-0002-4701-8155
dc.coverage.spatialMadrid
dc.date.accessioned2025-04-14T07:54:42Z
dc.date.available2025-04-14T07:54:42Z
dc.date.issued2025
dc.description.abstractNew curricula is an opportunity to check the advance of virtual (VR), augmented (AR) and mixed (MR) realities at schools, so a quantitative approach was devised through an electronic survey. Spanish primary teachers' familiarity with and attitudes towards these technologies are assessed. Variables analysed were sex and professional experience. There are scarcely any men with up to five years of experience; even few are with up to ten years of professional experience, ten, albeit this population’s fragment was analysed. The knowledge and utilisation of these technologies is related with few years of professional experience in women. Participants of both sexes with less professional experience score the lowest value on disagreement. Professional experience may be vis-à-vis age. Overall, men agrees more than women. Women have more dispersion on their responses than men. Items related to special education topics are hardly responded by this sample. Moreover, this sample valued time as the worst barrier to extended technology’s use in the classroom (20 answers), followed by money (14) and educational policies (10). The variability in curricular integration across autonomous communities (a larger sample is needed) and the mixed levels of teacher readiness highlight the challenges of aligning educational policy with practice. The political, administrative, and pedagogical factors influencing these variances requires further prospective research to understand the barriers to and enablers of effective extended reality integration.en
dc.identifier.citationRoca-Bravo, P. (2025). Virtual and Augmented Realities in Elementary School: Teachers' Perceptions. En R. Barragán Sánchez, J. Fernández Cerero, N. Pérez Rodríguez y A. Palacios Rodríguez (Ed.) Horizontes de aprendizaje con tecnologías emergentes en el contexto educativo, pp. 291-321, Dykinson. DOI: https://doi.org/10.14679/4021
dc.identifier.doihttps://doi.org/10.14679/4021
dc.identifier.isbn979-13-7006-024-4
dc.identifier.urihttps://hdl.handle.net/20.500.14468/26481
dc.language.isoen
dc.page.final321
dc.page.initial291
dc.publisherDykinson
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.relation.ispartofHorizontes de aprendizaje con tecnologías emergentes en el contexto educativo
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.titleVirtual and Augmented Realities in Elementary School: Teachers' Perceptionsen
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dc.typebook parten
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