Preservations and rescue of the Omagua language through the use of a mobile application in homes in the San Joaquin de Omaguas community in Loreto, Peru

Yahuarcani, Isaac Ocampo; Llaja, Lelis Antony Saravia; Satalaya, Angela Milagros Nunez; Rojas, Angel Enrique Lopez; Lagos, Kay Dennise Jeri; Shuna, Andy Wylly Garcia; Moreno, Juan Gamarra; Hidalgo, Mario Meza; Gamboa-Cruzado, Javier; Diaz, Jose Edgar Garcia

doi:10.1109/edunine51952.2021.9429152

Cited by 2 publications

(1 citation statement)

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“…Even better if the use of technology is involved, proof of this is the study conducted in a Chilean article [27], where semantic, phonological, and syntactic aspects were evaluated using AR and the digital whiteboard applied to children, enhancing the understanding of sentences and words, and linguistic segmentation, where favorable results were obtained that demonstrate the understanding of the language learning process in children through ICT, allowing to obtain a greater interest in learning and experimenting by students. Likewise, although research has been conducted to preserve the indigenous languages of the Peruvian Amazon [28], [29], aimed at Spanish-speaking children through the development of mobile applications with basic content as educational tools adapted to their culture; advances in the use of AR are scarce in the educational sector [17].…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of a didactic tool with augmented reality for Quechua language learning in preschoolers

Zapata-Paulini

Beltozar-Clemente

Sierra-Liñan

et al. 2023

IJEECS

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It is important to preserve our cultural identity through the preservation of our mother tongue, contributing to its dissemination. Augmented reality (AR) is a great ally of education that provides efficiency, and productivity and increases the interest of students in their academic activities. An AR application was developed for learning Quechua in preschool children, thus improving their learning, satisfaction, and preference compared to traditional teaching. Previously, learning styles were identified for better coverage of the application; the design thinking methodology was applied for the development of the application, then the respective tests were conducted where it was obtained that the children's performance improved by 28.3% more compared to traditional teaching, with an average satisfaction of 89% of the classrooms, and 81% of students' preference. It was concluded that the proposed application considerably favors the written and audiovisual learning of the Quechua language in preschool students.

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