Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

Abstract

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

The Effect of Augmented Reality on Students’ Learning Performance in Stem Education

“…Information 2020, 11, x FOR PEER REVIEW 3 of 11 possible in a traditional classroom. Therefore, the fundamental objective of AR is to add more information that is more meaningful to real objects, thus improving students' understanding of the world that they are observing [7]. This paper aims to explore the impact of an AR tool on students' learning performance.…”

“…Augmented reality has the potential to combine the real with the virtual world. AR is a technology that makes it possible to generate virtual environments that overlap a real environment in a direct or indirect way, allowing the interaction of reality with the visualization of virtual graphics [7]. As virtual information layered over a real environment, any type of information can be digitized; e.g., text, images, video, audio, web links, and three-dimensional (3D) models.…”

“…Augmented reality is capable of being taken as a didactic tool which contributes to transforming modes of learning. The potential of AR in education was identified almost from its inception-"a system that allows the user in the classroom to manipulate 3D objects and receive information from a real environment is clearly of great relevance in the educational field" [7]. In view of these benefits, it is believed that using simulations based on AR in the classroom can help improve learning [8].…”

“…In view of these benefits, it is believed that using simulations based on AR in the classroom can help improve learning [8]. This technology "has made it possible for both teachers and students to see information in a real environment that would otherwise be impossible to show, allowing many scientific concepts to be visualized that until now have been impossible to illustrate clearly" [7].…”

“…It should provide the learner with a unique experience that is not easily reproduced or possible in a traditional classroom. Therefore, the fundamental objective of AR is to add more information that is more meaningful to real objects, thus improving students' understanding of the world that they are observing [7].…”