IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i21p9116-d438966.html
   My bibliography  Save this article

Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach

Author

Listed:
  • José Gómez-Galán

    (Department of Education, University of Extremadura, 06006 Badajoz, Spain
    College of Education, Ana G. Méndez University—Cupey Campus, San Juan, PR 00926, USA)

  • Esteban Vázquez-Cano

    (Department of Didactics and School Organization, Faculty of Education, The National Distance Education University (UNED), 28040 Madrid, Spain)

  • Antonio Luque de la Rosa

    (Department of Education, University of Almeria, 04120 Almería, Spain)

  • Eloy López-Meneses

    (Department of Education and Social Psychology, Faculty of Social Sciences, University Pablo de Olavide, 41013 Seville, Spain
    Research Institute in Social Sciences and Education, Vice-Rectory for Research and Postgraduate, University of Atacama, Copiapó 1530000, Chile)

Abstract

The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the course contents and increase the motivation and interest of the student. This research aims to measure the socio-educational impact that AR presents in the teaching processes of university students of social education. These are professionals in training dedicated, precisely, to social and educational actions. In order to reach the pursued objective, an exploratory study of qualitative and descriptive nature was approached from a methodological conception based on the action-research. The study was carried out during three academic courses and consisted of an experience of integration of AR in the classroom in order to determine which applications, and advantages or limitations of a socio-educational nature, were perceived by the participants in that process. The documents generated were analyzed mainly using semantic methods. The main results were that AR is positive overall for its use in learning processes and, specifically in its field, optimal for the development of professional skills within the framework of social education. As to benefits, it highlighted the strengthening of learning dynamism, motivation, and interaction among students; as to limitations, these included the fact that it is not an accessible technology, the need for previous training and that it can reduce sociability. It was also stressed that it can be a useful resource in many areas of social education (childhood and adolescence, gerontology, drug addiction, etc.). In general, therefore, it can be concluded that the use of AR in university training, in this area of knowledge, allows content to be more dynamic and real in a sustainable way, thus achieving a highly transferable and motivating path to develop content and competencies.

Suggested Citation

  • José Gómez-Galán & Esteban Vázquez-Cano & Antonio Luque de la Rosa & Eloy López-Meneses, 2020. "Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach," Sustainability, MDPI, vol. 12(21), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:9116-:d:438966
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/21/9116/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/21/9116/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Sandro Serpa & Carlos Miguel Ferreira & Ana Isabel Santos & Ricardo Teixeira, 2018. "Participatory Action Research in Higher Education Training," International Journal of Social Science Studies, Redfame publishing, vol. 6(6), pages 1-7, June.
    2. José Gómez-Galán & Diego Vergara & Eva Ordóñez-Olmedo & María Guadalupe Veytia-Bucheli, 2020. "Time of Use and Patterns of Internet Consumption in University Students: A Comparative Study between Spanish-Speaking Countries," Sustainability, MDPI, vol. 12(12), pages 1-17, June.
    3. 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.
    4. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Birgit Moesl & Harald Schaffernak & Wolfgang Vorraber & Michael Holy & Thomas Herrele & Reinhard Braunstingl & Ioana Victoria Koglbauer, 2022. "Towards a More Socially Sustainable Advanced Pilot Training by Integrating Wearable Augmented Reality Devices," Sustainability, MDPI, vol. 14(4), pages 1-17, February.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rocsana Bucea-Manea-Țoniș & Luciela Vasile & Rareș Stănescu & Alina Moanță, 2022. "Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic," Sustainability, MDPI, vol. 14(7), pages 1-25, April.
    2. Tutaleni I. Asino & Nicole M. Colston & Ayodeji Ibukun & Clement Abai, 2022. "The Virtual Citizen Science Expo Hall: A Case Study of a Design-Based Project for Sustainability Education," Sustainability, MDPI, vol. 14(8), pages 1-18, April.
    3. Martin Krajčovič & Gabriela Gabajová & Marián Matys & Patrik Grznár & Ľuboslav Dulina & Róbert Kohár, 2021. "3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention," Sustainability, MDPI, vol. 13(14), pages 1-22, July.
    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. Lynde Tan & Russell Thomson & Joyce Hwee Ling Koh & Alice Chik, 2023. "Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    6. Erika González García & Ernesto Colomo Magaña & Andrea Cívico Ariza, 2020. "Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach," Sustainability, MDPI, vol. 12(15), pages 1-18, July.
    7. Nadire Cavus & Karwan Al-Dosakee & Abdo Abdi & Siyar Sadiq, 2021. "The Utilization of Augmented Reality Technology for Sustainable Skill Development for People with Special Needs: A Systematic Literature Review," Sustainability, MDPI, vol. 13(19), pages 1-22, September.
    8. Anastasia Atabekova, 2020. "University Discourse to Foster Youth’s Sustainability in Society amidst COVID19: International and Russian Features," Sustainability, MDPI, vol. 12(18), pages 1-32, September.
    9. Emilio Abad-Segura & Mariana-Daniela González-Zamar & Eloy López-Meneses & Esteban Vázquez-Cano, 2020. "Financial Technology: Review of Trends, Approaches and Management," Mathematics, MDPI, vol. 8(6), pages 1-37, June.
    10. Kalyani Bhandari, 2021. "Exploitation Of Internet By Millennials Ensuing Covid Pandemic," Acta Informatica Malaysia (AIM), Zibeline International Publishing, vol. 5(1), pages 25-30, July.
    11. Ho, Manh-Toan & La, Viet-Phuong & Nguyen, Minh-Hoang & Pham, Thanh-Hang & Vuong, Thu-Trang & Vuong, Ha-My & Pham, Hung-Hiep & Hoang, Anh-Duc & Vuong, Quan-Hoang, 2020. "An analytical view on STEM education and outcomes: Examples of the social gap and gender disparity in Vietnam," Children and Youth Services Review, Elsevier, vol. 119(C).
    12. Ali Hassan Najmi & Waleed Salim Alhalafawy & Marwa Zaki Tawfiq Zaki, 2023. "Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction," Sustainability, MDPI, vol. 15(4), pages 1-22, February.
    13. Rocsana Bucea-Manea-Țoniş & Radu Bucea-Manea-Țoniş & Violeta Elena Simion & Dragan Ilic & Cezar Braicu & Natalia Manea, 2020. "Sustainability in Higher Education: The Relationship between Work-Life Balance and XR E-Learning Facilities," Sustainability, MDPI, vol. 12(14), pages 1-18, July.
    14. Anna Sánchez-Caballé & Juan González-Martínez, 2021. "Teaching Maths within a Transmedia Learning Approach. What Is It and How Sustainable Can It Be?," Sustainability, MDPI, vol. 13(23), pages 1-13, December.
    15. José Gómez-Galán & José Ángel Martínez-López & Cristina Lázaro-Pérez & José Luis Sarasola Sánchez-Serrano, 2020. "Social Networks Consumption and Addiction in College Students during the COVID-19 Pandemic: Educational Approach to Responsible Use," Sustainability, MDPI, vol. 12(18), pages 1-17, September.
    16. Fabio Grandi & Riccardo Karim Khamaisi & Margherita Peruzzini & Roberto Raffaeli & Marcello Pellicciari, 2021. "A Reference Framework to Combine Model-Based Design and AR to Improve Social Sustainability," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    17. Fernanda Fauth & Juan González-Martínez, 2021. "Trainees’ Personal Characteristics in the Learning Transfer Process of Permanent Online ICT Teacher Training," Sustainability, MDPI, vol. 14(1), pages 1-13, December.
    18. Khadija El Kharki & Khalid Berrada & Daniel Burgos, 2021. "Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities," Sustainability, MDPI, vol. 13(7), pages 1-28, March.
    19. Temitayo Shenkoya & Euiseok Kim, 2023. "Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge," Sustainability, MDPI, vol. 15(3), pages 1-16, January.
    20. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:9116-:d:438966. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.