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Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

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  • María Graciela Badilla-Quintana

    (Centro de Investigación en Educación y Desarrollo, CIEDE-UCSC, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile)

  • Eileen Sepulveda-Valenzuela

    (School of Education, University of Bristol, Bristol BS8 1JA, UK)

  • Margarita Salazar Arias

    (Facultad de Educación, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile)

Abstract

Virtual reality has impacted education, where progressively more educational institutions consider its inclusion. The research problem derives from the need to study the educational possibilities provided by integrating augmented reality into the curriculum, and its effect on academic achievement in a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with andwithout special educational needs, and addresses three overarching questions: (a)Would integrating augmented reality (AR) technology result in better academic achievement? (b)Would knowledge be retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance and motivation regarding the use of this technology? Embracing the socio-constructivist theory of learning and collaborative and immersive learning as a framework, this study was carried out using a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application was used in chemistry lessons. Main results showed significant immediate academic achievement and content retention. Despite classroom diversity, immersive technologies enhance students’ learning regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR is a suitable sustainable technology that may foster social and cognitive justice and inclusive education, and train students that are equally prepared for the dynamic future.

Suggested Citation

  • María Graciela Badilla-Quintana & Eileen Sepulveda-Valenzuela & Margarita Salazar Arias, 2020. "Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs," Sustainability, MDPI, vol. 12(19), pages 1-20, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8116-:d:422633
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    References listed on IDEAS

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    4. Appio, Francesco Paolo & Lima, Marcos & Paroutis, Sotirios, 2019. "Understanding Smart Cities: Innovation ecosystems, technological advancements, and societal challenges," Technological Forecasting and Social Change, Elsevier, vol. 142(C), pages 1-14.
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    Cited by:

    1. José María Fernández-Batanero & Marta Montenegro-Rueda & José Fernández-Cerero, 2022. "Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)," Societies, MDPI, vol. 12(2), pages 1-11, February.
    2. Martin Krajčovič & Gabriela Gabajová & Marián Matys & Beáta Furmannová & Ľuboslav Dulina, 2022. "Virtual Reality as an Immersive Teaching Aid to Enhance the Connection between Education and Practice," Sustainability, MDPI, vol. 14(15), pages 1-14, August.
    3. David Estévez & María-José Terrón-López & Paloma J. Velasco-Quintana & Rosa-María Rodríguez-Jiménez & Valle Álvarez-Manzano, 2021. "A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders," Sustainability, MDPI, vol. 13(5), pages 1-19, March.
    4. Hao-Chiang Koong Lin & Yu-Hsuan Lin & Tao-Hua Wang & Lun-Ke Su & Yueh-Min Huang, 2021. "Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education," Sustainability, MDPI, vol. 13(6), pages 1-14, March.

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