Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education

Abstract

This study conducted a general and comparative analysis of how university students use mobile digital devices for educational purposes in various places and spaces both inside and outside university facilities in Spain and Latin America. It analyses a total sample of 886 students (442 Spanish and 444 Latin American) corresponding to five Spanish and five Latin American universities. The research methodology was based on factorial analysis and comparison between groups with parametric and nonparametric tests. The results show that educational use of mobile digital devices in the Hispanic world concentrates on the use of smartphones and tablets inside university facilities; primarily in college cafeterias, corridors, classrooms and libraries. Spanish and Latin American students used tablets in and out of University facilities for storing and retrieving information, and smartphones for sharing educational information and content.

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

“…According to Azuma [12], AR can be defined as a system with the following characteristics: it combines real and virtual; it is interactive in real time, and it is registered in 3D. AR technology consequently allows us to combine digital and physical information in real time by means of different technological media such as tablets, smartphones [13] or Augmented Reality glasses [3], to quote but three, thus providing the chance to create a new reality [14]. "Augmented reality visibly introduces the knowledge that students need to learn inside its real environment" [15].…”

Use of Augmented Reality to Improve Specific and Transversal Competencies in Students

“…Among other reasons, this is due to the ease of accessing information offered by this tool, as it is normally accessed by way of mobile devices (Murat & Gökçe, 2017). In this sense, its combination with apps on mobile digital devices, such as a smartphone, allows teachers and students to have an educational tool inside and outside the classroom with which to simulate different educational experiences (Vázquez-Cano & Sevillano-García, 2018). As Chang, Wu, and Hsu (2013) and Jee et al (2014) establish, AR could enhance students' motivation and promote situated learning, which may, in turn, result in students making more informed decisions.…”

Problemática de estudio e investigación de la adicción a las redes sociales online en jóvenes y adolescentes

“…Posiblemente, por la importancia y presencia que los dispositivos móviles están teniendo en nuestra sociedad (Gértrudix et al, 2017;Orange, 2018;Vázquez y Sevillano-García, 2018), las RSO se están convirtiendo en uno de los medios predilectos de los jóvenes y adolescentes para solicitar información y establecer comunicación e interacción con sus pares (Gordo et al, 2018). Como señalan García y Fernández (2016), «ningún medio de comunicación ni situación ocurrida con anterioridad en la historia de la humanidad ha sido capaz de concentrar en tan "poco" espacio (una pequeña pantalla) a tal cantidad de personas» (p. 3).…”