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ALTERIDAD. Revista de Educación

versión On-line ISSN 1390-8642versión impresa ISSN 1390-325X

Resumen

MARIN-DIAZ, Verónica  y  SAMPEDRO-REQUENA, Begoña Esther. Augmented Reality in Primary Education since students’ visions. Alteridad [online]. 2020, vol.15, n.1, pp.61-73. ISSN 1390-8642.  https://doi.org/10.17163/alt.v15n1.2020.05.

Working today with digital resources in the classroom is a reality without the possibility of questioning. In this sense, the incorporation of tools such as Augmented Reality (from now on AR) are reflecting a new way of seeing and understanding the teaching and learning process. Its use for curriculum development is very diverse as well as the different ways of incorporating them, depending on the perspective that teachers have of it. In this sense, this article presents the vision that a group of pre-service teachers have of AR in Primary Education, so that the viability or not of the use of this technology in the learning in this educational level can be clarified. Thus, by using an ex post facto design, by the collection the dates a questionnaire with 30 items has been created, distributed in 6 dimensions, using a Likert type response scale of 5 options. The sample has been composed of N=520 students from the University of Córdoba. The main objective of the research has been: to evaluate the possibilities and potentials offered by different software used for the creation of technological environments under the AR architecture to be used in university formative contexts. The main result achieved reflects the non-existence of differences around the perception that teachers have of the RA in the field of primary education that this is a difficult-to-use tool with students with specific educational support needs and that once dominated would be easy to be incorporated into your teaching action.

Palabras clave : Augmented reality; primary education; pre-service teaches; learning; classroom methodology; curricular development.

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