Pedagogical implications of augmented reality for improving the teaching of the sciences in primary school
Supporting Agencies
- Universidad de Extremadura
Abstract
Augmented reality (AR), with its ability to bridge the real and the virtual, opens new opportunities to build attractive learning contexts in the current context of crisis as a result of COVID-19. AR is seen as one of the pedagogical means of promoting the quality of teaching in the coming generations and is therefore that this article presents a systematic literature review of how AR is being implemented in primary schools for science learning. The eighteen selected journal articles, indexed in Web of Science and covering the last five years, have been analysed in depth. The purpose has been to know how the use of AR influences the motivation, academic performance and cognitive burden of students in the study of science. It also analyses the AR resources for scientific education most cited in the research with which they have been worked. The results have shown that AR significantly improves students' motivation and academic performance during use. About cognitive burden, it has been shown that the inclusion of AR in scientific education does not carry a greater mental burden for students. Some of the AR materials emerging from the analysis of this selection are exploration applications (augmented books, AR markers, and points of interest to activate digital information), simulation tools, and games.
Downloads
References
Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., & Weber, N. (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition. EDUCAUSE.
Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption. International Journal of Emerging Technologies in Learning, 12(2), 91–100. https://doi.org/10.3991/ijet.v12i02.6158
Area, M., Alonso, C., Correa, J.M., Del Moral, M.E., de Pablos, J., Paredes, J., Peirats, J., Sanabria, A.L., San Martín, A., & Valverde, J. (2014). Las políticas educativas TIC en España después del Programa Escuela 2.0: Las tendencias que emergen. Revista Latinoamericana de Tecnología Educativa, 13(2), 11–33. https://doi.org/10.17398/1695-288X.13.2.11
Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R.M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers and Education, 142, 1-23. https://doi.org/10.1016/j.compedu.2019.103647
Chang, S.C., & Hwang, G.J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers and Education, 125, 226–239. https://doi.org/10.1016/j.compedu.2018.06.007
Chen, C.C., & Chen, C.Y. (2018). Exploring the effect of learning styles on learning achievement in a u-Museum. Interactive Learning Environments, 26(5), 664–681. https://doi.org/10.1080/10494820.2017.1385488
Chen, Y.H., & Wang, C.H. (2018). Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments. Interactive Learning Environments, 26(5), 695–708. https://doi.org/10.1080/10494820.2017.1399148
Chiang, T.H.C., Yang, S.J.H., & Hwang, G.J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352–365. https://bit.ly/3flyp8I
De la Blanca, S., Chicharro, J., & Moreno, E. (2016). Realidad aumentada y proyectos de trabajo. Un maridaje con proyección. [Conference]. Universidad de Sevilla, Sevilla, España. https://bit.ly/35S4dit
Escamilla, J., Venegas, E., Fernández, K., Fuerte, K., Román, R., Abrego, G., Murillo, A., & Guijosa, C. (2017). Realidad Aumentada y Virtual. EduTrends. https://bit.ly/2UMtrbB
Fombona, J., Pascual-Sevillano, M.A., & González-Videgaray, M. (2017). M-learning y realidad aumentada: Revisión de literatura científica en el repositorio WoS. Comunicar, 25(52), 63-72. https://doi.org/10.3916/C52-2017-06
González-Pérez, A. (2016). Innovación tecnológica en la creación de recursos educativos. In J.A. Camisión, S. Soriano, L. Chano, J. Díaz (Eds.), Experiencias de Innovación Docente En Los Estudios Jurídicos: Una Visión Práctica (pp. 9–14). Servicio Publicaciones UEX. https://bit.ly/3lTa50z
González-Pérez, A. (2018). Social Networks as Tools to Enrich Learning Environment in Higher Education. Bordón. Revista de Pedagogía, 70(4), 55-71. https://doi.org/10.13042/Bordon.2018.60579
González-Pérez, A., Sosa, M.J., & Martínez, J.M. (2020). Políticas Educativas para la Integración de las TIC en el Sistema Educativo. ¿Vamos hacia Políticas Inclusiva, Equitativas y de Calidad? Revista Viceversa, 110, 64-69. https://bit.ly/3kQVHoi
Hung, Y.H., Chen, C.H., & Huang, S.W. (2017). Applying augmented reality to enhance learning: A study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252-266. https://doi.org/10.1111/jcal.12173
Hwang, G.J., Chang, S.C., Chen, P.Y., & Chen, X.Y. (2018). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development, 66(2), 451–474. https://doi.org/10.1007/s11423-017-9567-5
Hwang, G.J., Wu, P.H., Chen, C.C., & Tu, N.T. (2015). Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1-12. https://doi.org/10.1080/10494820.2015.105774 7
Ibáñez, M.B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002462
Ke, F., & Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33–41. https://doi.org/10.1016/j.iheduc.2015.04.003
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. UK and Autralia: Joint Technical Report.
Kumar, K., Liou, W.K., Spector, J.M., & Chang, C.Y. (2018). To use augmented reality or not in formative assessment: A comparative study. Interactive Learning Environments, 27(5), 830-840. https://doi.org/10.1080/10494820.2018.1489857
Kyza, E.A., & Georgiou, Y. (2018). Scaffolding augmented reality inquiry learning: The design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 27(2), 211–225. https://doi.org/10.1080/10494820.2018.1458039
Lai, A.F., Chen, C.H., & Lee, G.Y. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247. https://doi.org/10.1111/bjet.12716
Laine, T.H., Nygren, E., Dirin, A., & Suk, H.J. (2016). Science Spots AR: A platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507-531. https://doi.org/10.1007/s11423-015-9419-0
López-Faican, L., & Jaen, J. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers and Education, 149(1), 1-20. https://doi.org/10.1016/j.compedu.2020.103814
Manuri, F., & Sanna, A. (2016). A Survey on Applications of Augmented Reality. Advances in Computer Science: An International Journal, 5(19), 18–27. https://bit.ly/2UK5wtq
Palomares, M.C. (2014). La Realidad Aumentada en la comunicación literaria: El caso de los libros interactivos. Ensayos: Revista de La Facultad de Educación de Albacete, 29(2), 79-94. https://doi.org/10.18239/ensayos.v29i2.385
Roblizo, M.J., & Cózar, R. (2015). Usos y competencias en TIC en los futuros maestros de educación infantil y primaria: Hacia una alfabetización tecnológica real para docentes. Píxel-Bit, Revista de Medios y Educación, 47, 23–39. https://bit.ly/35QQxEn
Suárez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2017). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education, 118(5), 38–55. https://doi.org/10.1016/j.compedu.2017.11.004
UNESCO (2020). The digital Transformation of Education: Connecting Schools, Empowering Learners. Switzerland: Broadband Commission for Sustainable Development.
Weng, C., Rathinasabapathi, A., Weng, A., & Zagita, C. (2019). Mixed Reality in Science Education as a Learning Support: A Revitalized Science Book. Journal of Educational Computing Research, 57(3), 777–807. https://doi.org/10.1177/0735633118757017
Wu, P.H., Hwang, G.J., Yang, M.L., & Chen, C.H. (2018). Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221-234. https://doi.org/10.1080/10494820.2017.1294608
Zhang, J., Huang, Y.T., Liu, T.C., Sung, Y.T., & Chang, K.E. (2020). Augmented reality worksheets in field trip learning. Interactive Learning Environments, 5(20),1–18. https://doi.org/10.1080/10494820.2020.1758728
Copyright (c) 2020 Alicia González Pérez, Isabel Cerezo Cortijo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
