Realidad aumentadad para fortalecer la enseñanza/aprendizaje en la asignatura de ciencias naturales en 8vo año de la EGB Eugenio Espejo

Abstract

The use of technology today has become essential for the development of activities in everyday life, using them in different areas such as education in order to strengthen the educational process. However, this is not reflected in the classroom where the teacher continues to apply a traditional model being the only source of knowledge, and not applying any innovative tool or technology either by the disengagement of these or their benefits when supporting the teaching-learning process of 8th grade students in the subject of Natural Sciences of the School of General Basic Education "Eugenio Espejo". That is why this research seeks to study the impact of augmented reality in the PEA through the use of a prototype that enhances different attitudes at the time of acquiring new knowledge. For the realization of the prototype we analyzed the different tools that allowed the use of augmented reality, leaning towards the use of the Merge Cube because of its approach to the user and its maximum expression of what is augmented reality and the tools Tinkercad and CoSpace Edu for the design of the contents, then the construction of the prototype was developed using the ADDIE model in a hybrid way, where five parameters were taken: analysis, design, development, implementation and evaluation. After the construction of the prototype, the first experience was developed with experts in the subject of Natural Sciences of the institution and with experts in educational technology of the Pedagogy of Experimental Sciences Career, who were able to express their satisfaction with the prototype and also evaluate points such as contents, interface and intuitiveness, taking their recommendations for the improvement of the prototype for future experiences, all this evidenced by means of an interview. Consequently, the necessary aspects were modified and used in experience II with the object of study, to whom a small induction was made for the knowledge of interactive resources and how it could benefit their academic training process; consequently, the functionalities of the prototype were also exposed to them, who showed pleasure and interest in using it in the classroom, when applying it, the students showed great interest and expressed that they would like to continue using the resource for future classes because it is something new for them, leaving the traditionalism in their teaching. It can be concluded in our research with the results obtained through data collection through a pretest and posttest with which we compared results of a first instance before implementing the prototype and after its practice that implementing augmented reality as an interactive resource is interesting and innovative in the teaching-learning process, providing teachers with a tool that could be used in the classroom and for the students it would be beneficial in aspects such as motivation, interactivity, participation, feedback.