The Use of Augmented Reality in Latin-American Engineering Education: A Scoping Review

Abstract

As part of a recent change, Augmented Reality (AR) has filled engineering classrooms, being employed for various pedagogical purposes around the world. However, little is known about the different features and uses of this technology in Latin America. This Scoping Review asks how are educational AR systems designed, used and evaluated in the region, comparing this to the international literature. To address this question, we charted 36 conference papers and scientific articles, taking care of the quality gaps and methodological diversity within our sample. Our results show that, even though most converge on conventional research, design and pedagogical practices, engineering educators working at institutes are taking the lead of design, pedagogical and research innovation. Furthermore, we show that Latin-American literature distinctively reveals how teachers adapt to the particular contexts of teaching, and the special importance of the usually overlooked conference papers literature.

Instrument of Augmented Reality Technology Based Biology Practicum: Psychometrics Analysis

“…AR is a crossover between the real and virtual worlds. The methods developed in augmented reality are currently divided into two, namely, Marker Based Tracking and Marker less Augmented reality [59,61,57]. The results of implementing the use of AR media in biology practicum learning show that the AR media developed is quite effective in helping students understand the concept of the nervous system [56,60,62].…”

“…The results of implementing the use of AR media in biology practicum learning show that the AR media developed is quite effective in helping students understand the concept of the nervous system [56,60,62]. In the opinion of [59] one of the factors that makes students interested in researching biology using AR is the use of 3D animation to make it easier for students to visually represent the biology practicum. Complex becomes easier to describe visually [50,63,57].…”

“…The available of augmented reality could be the solution for science learning problems especially to show the learning object in the class due to make the more interactive and effective learning [55,56,57]. Augmented reality could be implement extensively in various media, easy to operate and less cost production make augmented reality (AR) become the solution of learning media in new habit adaptation [58,59,60].…”

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

“…Generally, the focus has been on engineering education but they should experiment with other pedagogies and forms of assessment [3]. It is also necessary to indicate that augmented reality has become a driving force for future learning, even when teachers and students are not geographically together [4].…”

Exploring Diversity and Inclusion Issues in the Civil Engineering Field in Latin America

“…Understanding the unique challenges and opportunities in this region can help identify strategies to promote diversity and inclusion in the field. For example, a study on the use of augmented reality in Latin-American engineering education found that engineering educators in Latin America are leading innovation in design, pedagogy, and research practices (García et al, 2022). This highlights the potential for incorporating innovative teaching methods that promote diversity and inclusion in civil engineering education.…”