Abstract

Augmented reality is a great value resource in the area of education, as it allows the students to become immersed in a hybrid context between the real world and the digital one, bringing realities closer to the classroom which would otherwise be impossible to reach, improving the student’s motivation and also facilitating the construction of significant learning within themselves. Also, its inclusion within the classroom does not imply great costs, as the necessary hardware requirements for its implementation are limited to the availability of a Smartphone or digital tablet and an internet connection, making it the ideal technology that can be integrated into any educational stage. In the present work, we present the evaluation of augmented reality as a didactic resource within Primary Education, by future teachers. The research is addressed from a quantitative methodology, through the use of a questionnaire, created ad hoc and composed by 32 items that refer to specific educational aspects such as inclusion, special education needs, the teaching-learning processes, etc. An incidental sample of 208 students was utilized, who were enrolled in the Primary Education Degree at the Faculty of Education of the University of Cordoba. The conclusions indicate that the future teachers, in their initial training, consider augmented reality as a tool that could be valuable and relevant for the development of the curricula, as well as inclusive education.

摘要

增强现实是教育领域的一项重要价值资源，因为它让学生沉浸在现实世界和数字世界之间的混合环境中，使现实更接近课堂，否则无法达到，提高了学生的积极性，也促进了他们自身重要学习的建设。此外，将其纳入课堂并不意味着高昂的成本，因为其实施所需的硬件要求仅限于智能手机或数字平板电脑和互联网连接的可用性，使其成为可以集成到任何教育阶段的理想技术. 在目前的工作中，我们将增强现实的评估作为小学教育中的一种教学资源，由未来的教师进行。该研究采用定量方法，通过使用问卷调查，特别创建并由 32 个项目组成，这些项目涉及特定的教育方面，如包容、特殊教育需求、教学过程等。使用了 208 名学生，他们就读于科尔多瓦大学教育学院的小学教育学位。结论表明，未来的教师在最初的培训中，将增强现实视为一种对课程和全纳教育的发展有价值和相关的工具。教学过程等。使用了 208 名学生的附带样本，这些学生在科尔多瓦大学教育学院攻读小学教育学位。结论表明，未来的教师在最初的培训中，将增强现实视为一种对课程和全纳教育的发展有价值和相关的工具。教学过程等。使用了 208 名学生的附带样本，这些学生在科尔多瓦大学教育学院攻读小学教育学位。结论表明，未来的教师在最初的培训中，将增强现实视为一种对课程和全纳教育的发展有价值和相关的工具。