Formative possibilities of augmented technology. A diachronic study in university scenarios
Formative possibilities of augmented technology. A diachronic study in university scenarios
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DOI：
10.5209/rced.61934
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发表时间：
2020-01-01
影响因子：
1.6
通讯作者：
Jaen Martinez, Alicia
中科院分区：
文献类型：
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作者：
Cabero Almenara, Julio;Vazquez-Cano, Esteban;Jaen Martinez, Alicia
这篇文章介绍了一项历时研究，限于在塞维利亚的巴勃罗·德·奥拉维德大学教授的两个学位。这一教学经验是与236名学习信息与通信技术学科的学生一起开发的。这项活动是通过一个关于新兴技术的研讨会来实施的，该研讨会分析了增强现实在教育环境中的各种应用及其教育可能性，除了激发学生的积极态度以及对这些技术的教学和能力的使用。这项研究是通过定性的方法进行的，并使用Atlas-Ti程序设计了类别图。结果显示，两个学位的学生都认为增强现实是一种易于使用的新兴技术，刺激了形成情景的动机，并倾向于协同工作。然而，它也指出，这需要很高的经济成本，可能会扩大数字鸿沟，并需要对教师进行专门培训。
This article presents a diachronic study circumscribed to two degrees taught at the Pablo de Olavide University in Seville. This didactic experience is developed with 236 students who study subjects of "Information and Communication Technology". The activity was implemented through a seminar on Emerging Technologies to analyze various applications of Augmented Reality in educational settings and their educational possibilities, besides stimulating students' proactive attitudes and a didactic and competent use of these technologies. The research has been implemented through a qualitative methodology with the design of a category map by using the Atlas-Ti program. The results show that the students of both degrees consider that the Augmented Reality is an easy-to-use emerging technology, stimulates motivating formative scenarios and favours collaborative work. However, it also states that it requires a high economic cost, can increase the digital divide and requires specialized training of teachers.