Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria

  1. González Pérez, Alicia 1
  2. Cerezo Cortijo, Isabel 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Aldizkaria:
Revista Interuniversitaria de Investigación en Tecnología Educativa

ISSN: 2529-9638

Argitalpen urtea: 2020

Zenbakia: 9

Mota: Artikulua

DOI: 10.6018/RIITE.444961 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Beste argitalpen batzuk: Revista Interuniversitaria de Investigación en Tecnología Educativa

Laburpena

Augmented reality (AR), with its ability to bridge the real and the virtual, opens new opportunities to build attractive learning contexts in the current context of crisis as a result of COVID-19. AR is seen as one of the pedagogical means of promoting the quality of teaching in the coming generations and is therefore that this article presents a systematic literature review of how AR is being implemented in primary schools for science learning. The eighteen selected journal articles, indexed in Web of Science and covering the last five years, have been analysed in depth. The purpose has been to know how the use of AR influences the motivation, academic performance and cognitive burden of students in the study of science. It also analyses the AR resources for scientific education most cited in the research with which they have been worked. The results have shown that AR significantly improves students' motivation and academic performance during use. About cognitive burden, it has been shown that the inclusion of AR in scientific education does not carry a greater mental burden for students. Some of the AR materials emerging from the analysis of this selection are exploration applications (augmented books, AR markers, and points of interest to activate digital information), simulation tools, and games.

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Datuen iturria: Dialnet