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Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Author

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  • Julio Cabero-Almenara

    (Department of Teaching and Educational Organization, University of Seville, 41930 Seville, Spain)

  • Julio Barroso-Osuna

    (Department of Teaching and Educational Organization, University of Seville, 41930 Seville, Spain)

  • Carmen Llorente-Cejudo

    (Department of Teaching and Educational Organization, University of Seville, 41930 Seville, Spain)

  • María del Mar Fernández Martínez

    (Department of Social Work and Social Services, University of Almeria, 04120 Almeria, Spain)

Abstract

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

Suggested Citation

  • Julio Cabero-Almenara & Julio Barroso-Osuna & Carmen Llorente-Cejudo & María del Mar Fernández Martínez, 2019. "Educational Uses of Augmented Reality (AR): Experiences in Educational Science," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:18:p:4990-:d:266662
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    4. Ferran Calabuig-Moreno & María Huertas González-Serrano & Javier Fombona & Marta García-Tascón, 2020. "The Emergence of Technology in Physical Education: A General Bibliometric Analysis with a Focus on Virtual and Augmented Reality," Sustainability, MDPI, vol. 12(7), pages 1-23, March.
    5. Emilio Abad-Segura & Mariana-Daniela González-Zamar & Antonio Luque-de la Rosa & María Belén Morales Cevallos, 2020. "Sustainability of Educational Technologies: An Approach to Augmented Reality Research," Sustainability, MDPI, vol. 12(10), pages 1-28, May.
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    10. Sonia Rodríguez Cano & Patricia Sebastián Alonso & Vanesa Delgado Benito & Vanesa Ausín Villaverde, 2021. "Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    11. Rocsana Bucea-Manea-Țoniş & Valentin Kuleto & Simona Corina Dobre Gudei & Costin Lianu & Cosmin Lianu & Milena P. Ilić & Dan Păun, 2022. "Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    12. Esteban Vázquez-Cano & Manuel León Urrutia & María Elena Parra-González & Eloy López Meneses, 2020. "Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context," Sustainability, MDPI, vol. 12(2), pages 1-12, January.

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