Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivos: conjugando proyectos STEAM y cultura maker

Pérez, María Esther del Moral; Piñeiro, María del Rosario Neira; Fernández, Jonathan Castañeda; López-Bouzas, Nerea

doi:10.5944/ried.26.1.33839

Cited by 5 publications

(12 citation statements)

References 15 publications

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“…Current research affirms that augmented reality can be used in education, exact sciences, marketing, communications, art among other disciplines, television media and even in children's literature [2], [6], [16], [18].…”

Section: Introductionmentioning

confidence: 61%

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

Suyo-Vega¹,

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Augmented reality offers an innovative platform for education as it allows students and teachers a meaningful learning experience, benefiting teachers by allowing them to create interactive content that can be accessed by students from anywhere. The objective was to determine the level of knowledge of augmented reality (and its dimensions) in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus. As for the methodology, the approach was quantitative, crosssectional and with a non-experimental design. The sample consisted of 58 teachers working in regular basic education institutions in Metropolitan Lima, in charge of computer courses. A questionnaire was used to measure knowledge about AR in the teaching-learning process. The instrument consists of 3 dimensions: experience with technology, teaching practice with ICT and educational experience. This instrument had 15 items and was validated by three experts; it is highly reliable (Cronbach's alpha = 0.8). As a result, knowledge about augmented reality was as follows: 48.3% of the respondents are at high level, 22.4% at medium level, and 29.3% at low level. The results obtained show that teachers have a high level of knowledge of augmented reality in most cases, but its application in the classroom is not widespread due to some factors (which could be professional, personal or specialized training), which could limit the use of technological resources in their sessions. It is concluded that AR allows teachers to teach with greater interactivity, improves student information retention, and provides memorable educational experiences.

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Section: Introductionmentioning

confidence: 61%

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

Suyo-Vega¹,

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

View full text Add to dashboard Cite

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“…This aligns with the STEM approach that promotes students' active participation and integrates disciplines through project-based learning, enhancing academic and social skills [3][4][5][6]51]. Real-world problem-solving tasks further enrich the learning environment [22,36,37]. However, the practical application of these approaches still poses a significant challenge, underscoring the need to enhance teachers' technological competence [35,39,48].…”

Section: Discussionmentioning

confidence: 77%

“…This variation is corroborated by their qualitative responses expressing a strong enthusiasm for implementing technology in the classroom. Other studies have emphasized the importance for teachers to develop the ability to design and create innovative technological resources in order to enrich and enhance their educational activities [37,39,47].…”

Section: Discussionmentioning

confidence: 99%

“…The emphasis on developing teachers' digital competency is escalating, with a focus on gaining a deep understanding and skills to use technology to its fullest, particularly in delivering quality STEM education [22,36,37]. This urgent need goes beyond basic understanding, encouraging teachers to develop the capability to create, develop, and use innovative technological resources to enrich their pedagogical strategies [38,39].…”

Section: Initial Teacher Training In the Use Of Technologiesmentioning

confidence: 99%

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Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Silva-Díaz,

Marfil-Carmona,

Narváez

et al. 2023

Education Sciences

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In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration.

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“…Para evaluar las competencias del alumnado se creó un Instrumento de Evaluación del Nivel Competencial plasmado en Relatos Gamificados con Realidad Aumentada, adaptado de Del Moral et al (2023), y apoyado en estudios previos (Díaz-Mohedo y Vicente, 2014; Edwards et al, 2015;Forslund y Hammar, 2011;Perrenaud, 2004;Tondeur et al, 2017). El instrumento consta de 32 indicadores (recogidos en la tabla 1): 8 asociados a la competencia didáctica, 5 a la digital, 5 a la creativa y 6 a la sociocolaborativa, y otros 8 a las habilidades para gamificar, todos referidos al diseño de narraciones gamificadas aumentadas.…”

Section: Instrumentounclassified

Diseño de relatos gamificados con realidad aumentada en la formación inicial docente

Pérez

López-Bouzas²,

Fernández³

2022

REDU

Self Cite

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Esta investigación se deriva de un Proyecto de Innovación financiado centrado en el diseño Relatos Gamificados con Realidad Aumentada para impulsar las competencias del alumnado de Grado y Máster en Educación. Se adopta una metodología de carácter cuantitativo, descriptivo, correlacional e inferencial, orientada a la evaluación del nivel competencial de los participantes (N=62), plasmado en sus relatos gamificados con realidad aumentada. El instrumento diseñado ad hoc (α=0,971) consta de 32 indicadores que evalúan sus competencias digital, didáctica, creativa y socio-colaborativa, así como sus habilidades para gamificar. A partir de los relatos gamificados que han diseñado los universitarios se puede inferir que poseen un nivel competencial medio-alto. La competencia didáctica, junto a la digital, alcanzan los niveles más altos, asociados al uso adecuado de la tecnología y su correcta integración curricular. Estas elaboraciones evidencian sus habilidades para conjugar las tramas narrativas con las mecánicas, dinámicas y estéticas propias del juego, y demuestran una competencia creativa alta. Se observa una elevada correlación entre las competencias implicadas en el diseño de los relatos gamificados con realidad aumentada. El análisis de regresión lineal múltiple ha constatado que las competencias didáctica y creativa predicen los resultados de la digital de forma significativa. Asimismo, gran parte de los indicadores de las competencias explican las habilidades de los universitarios para gamificar (R2=0,974). Concluyendo, este proyecto constituye una oportunidad para la formación competencial de futuros docentes al utilizar metodologías activas, recursos digitales, y realidad aumentada en la elaboración de relatos lúdicos.

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Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivos: conjugando proyectos STEAM y cultura maker

Cited by 5 publications

References 15 publications

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course

Diseño de relatos gamificados con realidad aumentada en la formación inicial docente

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