Realidad aumentada como estrategia de enseñanza/aprendizaje

Abstract

Digital resources are immersed in society within many areas of life but it is having a greater impact on education since it is totally changing the way in which it is taught, digitization has modified the PEA from its foundations and that has opened a world of possibilities in the classroom, with digitization the traditionalist method was demolished where the teacher was the pillar in education and the student was only the recipient of knowledge but now it is different the student is the pillar in his education, With the use of digital resources, he seeks knowledge as he needs it at his own pace and way, the teacher becomes a passive role where he is only a support for the students, but it is also a challenge for the teachers since they have to Self-educate in order to obtain adequate knowledge about the new tools and thus be able to guide students. The objective of this research is how Augmented Reality affects the teaching-learning process in order to verify whether or not it is advisable to introduce it in the classroom, to investigate its advantages and disadvantages and if the cost is high when implement them. As main actors we have the students of the 2nd parallel year "C" and the teacher in charge of the classroom belonging to the high school "Simón Bolívar". The methodology used in this research is the ADDIE model and the Pretest and Postest design was also used. For the data collection, 2 tools were used, which are the interview and the survey, the interview was used in the first experience to know the opinion of the teacher in charge of the course, who is a teacher of the area of ​​language and literature on the application of a prototype that makes use of augmented reality in their classes, and the survey was carried out in the second experience with the students in the Pretest and Postest design, which consists of conducting a survey before starting the demonstrative class using the AR prototype and another survey with the same questions later to verify the knowledge acquired in that class after having used the AR resource. The results obtained showed that the prototype effectively gave a positive change in the classroom, drastically increased student participation and attention, which made the class more interactive and there is more communication between teacher - student and they obtain significant knowledge and learn. to use digital resources correctly in education, it was demonstrated through a demonstrative class that an AR resource is feasible and beneficial in the classroom and that the teacher in charge of the subject was willing to include it more often in classes since he saw that the result was favorable and in this way the classroom had a better impact on the students.