Leihoa: una ventana a la realidad aumentada en educación infantil

[ES]Los avances en las tecnologías están produciendo un importante impacto en la educación. El presente trabajo presenta una aplicación educativa que utiliza la realidad aumentada para iniciar en la lectura y en la numeración a la vez que trabaja diverso vocabulario en Euskera e Inglés organizado en centros de interés. El proyecto fomenta las capacidades para un aprendizaje autónomo mediante la exploración e indagación y sus características de interactividad, adaptabilidad de contenidos, autoevaluación así como la utilización de estímulos multisensoriales hacen de esta propuesta una interesante vía para el desarrollo y aprendizaje en la etapa de Educación Infantil

Enhancing social science learning with augmented reality for primary students in a CLIL context

Learning content through a second language is a challenging task for both students and teachers. Previous research has shown that information and communication technologies (ICT) such as Augmented Reality (AR) can facilitate content learning. This study aims to evaluate the effectiveness of using Augmented Reality (AR) technology in teaching Social Science in a Content and Language Integrated Learning (CLIL) context for primary education students. The study was conducted with sixth-year primary students in a state-subsidized school in Bizkaia, Spain. Several sessions using AR to work on content about economic sectors have been implemented. Additionally, some questionnaires based on previous experiences have been designed to gather data on students' current use of technology along with students’ and teachers’ opinions on using AR as a teaching tool after the sessions. Results showed a positive impact on student learning outcomes since after the brief AR intervention students improved significantly in most of the activities and, particularly, in vocabulary-related and content comprehension activities. Both students and teachers expressed favourable opinions towards using AR in the classroom

An experience on the use of ChatGPT as an educational tool for creating primary EFL classroom materials and activities: pre-service teachers’ perceptions and experts’ opinions

Capítulo de libro pre-printThe present study was conducted in a Teaching Faculty in Spain to answer the following question: Can ChatGPT assist teachers in creating pedagogical proposals and produce practical educational activities/materials? The experiment involved a total of 121 third-grade students enrolled in a foreign language teaching (FLT) course, who were required to create communicative (CLT) activities and materials for a flipped classroom (FC) lesson using ChatGPT as an assistant and then record the commands fed. Later, they answered a questionnaire (1-10 scale) on the usefulness of the tool and the modifications they made to the proposal generated by ChatGPT. Additionally, students evaluated whether the tool could substitute for the teacher's job and whether they would use it in their future teaching. The questionnaire also included open questions on the pros and cons of using the tool along with some ethical issues regarding authorship. Statistical tests and qualitative analyses were performed on the data. Finally, the students' creations' appropriateness and practicality were measured by an experts' committee. Results suggest that ChatGPT may be a useful tool for material design and lesson planning, although potential problems regarding authorship and pedagogical issues were identified both by the participant students and the expert evaluators, as we will explain later on. In what follows, we will review existing literature on the use of artificial intelligence and its benefits for education, examples of experiences with ChatGPT and issues related to plagiarism. We will then present the objectives and methodology followed for the present study. Besides, results will be described and discussed, as well as some conclusions derived from the findings

Application of Cognitive Techniques to Adaptive Routing for VANETs in City Environments

The evolution of smart vehicles has widened the application opportunities for vehicular ad hoc networks. In this context, the routing issue is still one of the main challenges regarding the performance of the network.Although there are multiple ad hoc routing proposals, the traditional general–purpose approaches do not fit the distinctive properties of vehicular network environments. New routing strategies must complement the existing protocols to improve their performance in vehicular scenarios. This paper introduces a novel intelligent routing technique that makes decisions in order to adaptively adjust its operation and obtain a global benefit. The nodes sense the network locally and collect information to feed the cognitive module that will select the best routing strategy, without the need for additional protocol message dissemination or convergence mechanism

Una experiencia de aplicación de Realidad Aumentada para el Aprendizaje del Inglés en Educación Infantil

The current study presents an educational experience using augmented reality technology which aims to improve vocabulary acquisition and grammatical structures in English while introducing curricular contents of emotional intelligence in a CLIL approach. The presented Didactic Unit incorporates Augmented Reality activities to encourage autonomous learning through exploration which also include self-evaluation. The proposal incorporates images and audio to facilitate content learning and introduce phonetics from the Infant Education stage using narrations and songs. The evaluation that has taken place in six different classrooms points out a very positive acceptance of the methodology by the students. Besides, the learning results have significantly improved, which may be, to some extent, related to the used methodology.El presente trabajo presenta una experiencia educativa que utiliza la realidad aumentada para mejorar la adquisición de vocabulario y estructuras gramaticales de la lengua inglesa a la vez que trabaja contenidos curriculares relacionados con la inteligencia emocional según el enfoque AICLE. La Unidad Didáctica que se presenta utiliza actividades de realidad aumentada que promueven el aprendizaje autónomo mediante la exploración e indagación y que adicionalmente incorporan autoevaluación. En la propuesta se utilizan imágenes y audio para facilitar la comprensión de los contenidos y se trabajan aspectos fonológicos de la lengua desde la etapa de Educación Infantil a través de narraciones y canciones. La evaluación realizada en seis diferentes grupos muestra una valoración muy positiva por parte de los alumnos de la metodología y los resultados evidencian una mejora de los resultados de aprendizaje que podría en cierto modo, atribuirse a la metodología utilizada.info:eu-repo/semantics/publishedVersio

Sustainable development goals in the English classroom: tell me a different story

This study aims to present the results of the pilot project STOIRES+i3, an action research that infuses the sustainable development goals (SDGs) of the United Nations’ Agenda 2030 into academics and the teacher training curriculum, via active methodologies (Project-Based Learning, PBL; and Research-Based Learning, RBL, mainly) and with storytelling as backbone. The project was developed by the five professors in the Foreign Language (FL) Minor of the Faculty of Education of Bilbao at the University of the Basque Country (UPV/EHU). The participants were undergraduates who were given the task of carrying out research to develop a collection of didactic resources and to produce a storytelling video to present it to the faculty in a poster session. The teaching methodology involved an introductory workshop by experts on the field and RBL activities through the seminars of the subjects, with emphasis on academic oral/written communication. Results of the students’ evaluation evidence the irrefutable benefits of the project for their learning process, as reflected by their increased awareness and motivation to work on the SDGs; a higher developed competence to select, design and implement didactic resources and techniques; the notable improvement of their communicative competence in English and French; and the gaining of higher-order skills such as critical thinking, creativity or team work, among others