Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis.

“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.

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Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

Research on Augmented Reality (AR) in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey (IMMS). We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described.

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Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training.

Virtual Reality is an emerging educational technology due to its potential immersive, interactive and imaginative characteristics supporting pupils in the learning process towards meaningful learni...

Strolling through a city of the Roman Empire: an analysis of the potential of virtual reality to teach history in Primary Education

Nowadays, collaborative learning is proving to offer solutions to new inclusivity research challenges, and most importantly, can help ensure sustainable education. Collaborative learning can strengthen positive attitudes towards learning, improve performance in academic results, and enhance self-esteem, by promoting interaction and mutual support among young people. Extended reality (XR), associated with collaborative learning, offers a further advantage by facilitating deep comprehensive learning. An online survey was conducted to investigate respondents’ views on the impact and influence of virtual technologies on work, study, and social life. Respondents (n = 1032) were recruited from Serbia, Romania, and Hungary, from five public and private universities. The study reveals students’ perceptions of e-learning and XR immersion. The data were analyzed by using a combination of descriptive techniques from PSPP (GNU open source SPSS—Statistical Package for the Social Sciences, Free Software Foundation, Boston, MA, USA), and by designing a regression model to evaluate the work-life balance. This regression model shows that the work-life balance is positively influenced by the inclusion of XR facilities in the e-learning process, along with an increased level of culture and living standard. The higher living standard of a student is associated with higher digital competence and more financial resources available to invest in technology.

https://www.mdpi.com/2071-1050/12/14/5872/pdf

Sustainability in Higher Education: The Relationship between Work-Life Balance and XR E-Learning Facilities

Augmented Reality is an emerging technology having more and more influence on teaching. Together with it, mobile technology is drawn as one of the most effective pairing to support a meaningful and omnipresent learning. However, for it to be able to work with validity, the student must be motivated to use them during the training process, so that the learning process can work with validity. By means of the application of the Instructional Material Motivational Survey by Keller (1983), we have tried to determine the degree of motivation that students, from the Degree of Pedagogy at Seville University (N=148), have about the usage in the  classroom of notes enriched through Augmented Reality and available in mobile devices. Through an application designed exclusively for the subject, it has been valued in a positive way by the students who participate in this research. Moreover, we can highlight that the main finding achieved has been the narrow relationship between the students' motivation to use the enriched notes and the degree of success in the subject when using them. Likewise, we can confirm that Augmented Reality benefits the learning process. Therefore, we conclude the validity and viability of such a paring related to the achievement of an improvement in the students' learning results.

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Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario

En la ultima decada estan emergiendo un conjunto de tecnologias que se estan acercando a la educacion universitaria como no habia sucedido en epocas anteriores. Muchas de estas tecnologias pueden ser consideradas como disruptivas, puesto que estan transformando y mejorando los escenarios formativos. Entre las tecnologias que estan tomando mayor impulso e importancia encontramos la realidad aumentada y la realidad virtual, tal y como han puesto de manifiesto diversos informes Horizon y Edutrens. A pesar de que las investigaciones sobre la integracion de estas tecnologias se encuentran en un estado incipiente, podemos afirmar que las realizadas hasta el momento demuestran los grandes beneficios que aportan al proceso de ensenanza-aprendizaje. Entre estas contribuciones podemos destacar la mejora de la motivacion, de la satisfaccion y del rendimiento de los alumnos. En el presente articulo mostramos el estado actual de la Universidad en lo que a integracion de TIC respecta, haciendo alusion a las tecnologias que estan irrumpiendo con mayor fuerza en los ultimos tiempos. Ademas nos centramos en dos de las tecnologias “realidad aumentada y realidad virtual” que estan teniendo mayor repercusion en los ultimos anos, demostrando evidencias al respecto y haciendo mencion a su incorporacion en el ambito universitario.

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Las tecnologías digitales emergentes entran en la Universidad: RA y RV

La realidad aumentada es una tecnologia que esta ganando protagonismo en el ambito educativo en los ultimos anos,   gracias a las oportunidades que brinda para crear contextos de aprendizaje mas atractivos, activos y constructivistas. El presente articulo recoge una investigacion que pretendia analizar los factores que influyen en la aceptacion y uso de objetos de aprendizaje de realidad aumentada en estudios universitarios de educacion primaria. La muestra del estudio estuvo formada por alumnos de primer curso del grado de educacion primaria de la Universidad de Sevilla, que interaccionaban con diferentes objetos de aprendizaje producidos bajo la arquitectura de RA en una asignatura denominada Tecnologias de la Informacion y la Comunicacion Aplicadas a la Educacion. Se utilizo como instrumento de diagnostico el Modelo de Aceptacion Tecnologica formulado por Davis (1989). Los resultados obtenidos nos llevan a senalar que la calidad tecnica, la facilidad de uso, el disfrute y la utilidad percibida son variables determinantes en la percepcion y utilizacion de objetos de aprendizaje de realidad aumentada. Tambien debemos destacar que la actitud hacia el uso influye sobre la intencion de utilizar la tecnologia y como consecuencia en los resultados obtenidos.

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Factores que influyen en el uso y aceptación de objetos de aprendizaje de realidad aumentada en estudios universitarios de Educación Primaria

Los contextos pedagogicos y sus propias practicas han ido evolucionando. Estas transformaciones, con principios reinventados, nos llevan a dibujar otros espacios formativos e implementar ciertas tecnologias, como la Realidad Aumentada (RA), como recursos para la formacion superior. La presente investigacion sobre la utilizacion de la RA en los procesos formativos de estudiantes universitarios, se llevo a cabo en dos universidades espanolas: la Universidad de Sevilla, en la asignatura de Tecnologia Educativa del Grado de Pedagogia; y en la Universidad de Barcelona, en las materias de Teoria y Practica de la Escuela Inclusiva y Educacion, Escuela y Atencion a la Diversidad del Grado de Educacion Primaria. Cuyos objetivos fueron: a) indagar sobre los conocimientos acerca de esta tecnologia; b) disenar y elaborar objetos digitales en RA (grupal e individual) y; c) valorar la utilidad de la misma en la formacion superior. Para ello, se elaboro y se paso un cuestionario a 186 estudiantes participantes y se realizaron cuatro grupos de discusion. Los resultados resaltan el caracter innovador, interesante y ludico que presenta la RA como recurso en los procesos de ensenanza y aprendizaje, donde el estudiantado genera una serie de competencias y pasa a ser prosumidor y no consumidor de sus propios objetos digitales. Ademas, pone de relieve la importancia que alcanza la capacitacion tecnologica y pedagogica de los futuros profesionales de la educacion.

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La realidad aumentada como recurso para la formación en la educación superior

In this article we analyse the agents that influence in corporate training of employed people given by teletraining, as a result of a research which aim was to know all variables we have to take into account in instructional design and on setting up of the training activities of employed people carried out by teletraining.The focus we used was mixed, in particular, data collection instruments that we used were a questionnaire and an interview. The sample was composed by 20 teletrainers of employed people and by the teletrainer Coordinator of Institute of learning and Social Studies of Seville. The results suggest that teletraining could be an action valid for the training of employed people. Success depends on paying attention to a number of aspects such as how to structure the courses, or to conceive it as a participative and collaborative way.

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Bárbara Fernández Robles

Papers

Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario

Las tecnologías digitales emergentes entran en la Universidad: RA y RV

Factores que influyen en el uso y aceptación de objetos de aprendizaje de realidad aumentada en estudios universitarios de Educación Primaria

La realidad aumentada como recurso para la formación en la educación superior

Percepciones de teleformadores del Instituto de Formación y Estudios Sociales de Sevilla sobre la teleformación