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

Alicia González Pérez, Isabel Cerezo Cortijo
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引用次数: 1

Abstract

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. Alicia González e Isabel Cerezo RIITE, Núm. 9 (2020), 1-16
增强现实技术对改善小学科学教学的教学意义
增强现实(AR)能够架起现实与虚拟的桥梁,为在COVID-19造成的当前危机背景下建立有吸引力的学习环境提供了新的机会。AR被视为提高下一代教学质量的教学手段之一,因此,本文对AR如何在小学科学学习中实施进行了系统的文献综述。在Web of Science中收录的18篇精选的期刊文章涵盖了过去5年的内容,并进行了深入分析。目的是了解AR的使用如何影响学生在科学学习中的动机、学习成绩和认知负担。它还分析了在他们工作的研究中被引用最多的科学教育AR资源。结果表明,AR在使用过程中显著提高了学生的学习动机和学习成绩。关于认知负担,已有研究表明,将AR纳入科学教育并不会给学生带来更大的心理负担。从这些选择的分析中出现的一些AR材料是探索应用程序(增强书籍,AR标记和激活数字信息的兴趣点),模拟工具和游戏。Alicia González e Isabel Cerezo RIITE Núm。9 (2020), 1-16
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