The Impact of Augmented Reality (AR) on the Academic Performance of High School Students

New technologies currently play a fundamental role in the educational context. As a result, augmented reality (AR) has recently gained a presence in educational centres. However, this educational technology has not been explored in depth at the secondary education level. Therefore, this research aims to analyse the impact of augmented reality on the academic performance of secondary education students, considering gender and the students’ attitudes toward this technology. In this mixed-method research based on convenient sampling, 321 students aged 14 to 17 years from the same secondary education school were assigned to an experimental group (n = 159) and a control group (n = 162). The control group used a traditional methodology in a slide-based learning environment, while the experimental group worked with an AR mobile application (ComputAR) designed with the same concepts. The data collection instruments used comprised a pre-test/post-test in both groups and semi-structured interviews in the experimental group. The results showed that the students who used augmented reality achieved better grades, highlighting the potential benefits of integrating this technology into the teaching process. No significant differences were observed regarding the gender of the students. In conclusion, this study provides findings that encourage the use of augmented reality in secondary schools

Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review

The recent technologies rise today as a tool of significant importance today, especially in the educational context. In this sense, Augmented Reality (AR) is a technology that is achieving a greater presence in educational centers in the last decade. However, Augmented Reality has not been explored in depth at the Secondary Education stage. Due to this, it is essential to analyze and concentrate the scientific research developed around this educational technology at that stage. Therefore, the aim of this research is to describe the influence that Augmented Reality shows on the motivation and academic performance of students in the Secondary Education stage. In relation to the methodology, a systematic review of the literature has been conducted using the Kitchenham protocol, where several factors have been analyzed, such as subjects, activities, and electronic implementation devices, together with the effects on motivation and student's academic performance. The Scopus and Web of Science (WoS) databases have been used to search for scientific papers, with a total of 344 investigations being analyzed between 2012 and 2022. The methodological stages considered were the formulation of research questions, the choice of data sources, search strategies, inclusion and exclusion criteria and quality assessment, and finally, data extraction and synthesis. The results obtained have shown that the use of AR in the classroom provides higher levels of motivation, reflected by factors such as attention, relevance, confidence, and satisfaction, and reflects better results in the tests carried out on the experimental groups compared to the control groups, which means an improvement in the academic performance of students. These results supply a fundamental theoretical basis, where the different teachers should be supported for the incorporation of AR in the classroom, since how this educational technology has been shown offers great opportunities. Likewise, the development of research in areas not so addressed can further clarify the generality of AR based on its influence on learning. In addition, the fields of natural sciences and logical-mathematical have been the most addressed, managing to implement their contents through object modeling. In short, this research highlights the importance of incorporating Augmented Reality into all areas and educational stages, since it is a significant improvement in the teaching and learning process

El uso de las TIC como herramienta de motivación para alumnos de enseñanza secundaria obligatoria. Estudio de caso español

Las Tecnologías de la Información y la Comunicación (TIC) se han alzado a día de hoy como un instrumento de gran influencia en la sociedad actual, sobre todo, en el contexto educativo. En este sentido, el presente estudio se centra en analizar la influencia de los recursos y herramientas digitales en la educación con la finalidad de motivar a los estudiantes en el aula. En relación a la metodología, se ha llevado a cabo una investigación exploratoria, optando por una metodología cuantitativa conel uso de las encuestas como herramienta de recolección de datos. Se ha contado con la participación de un total de 120 estudiantes de centros públicos, privados y concertados de la etapa de Educación Secundaria Obligatoria en la provincia de Málaga (España)

La Realidad Aumentada como factor de motivación y de rendimiento académico en el alumnado de Enseñanza Secundaria

New technologies stand today as a tool of great importance today, especially in the educational context. In this sense, Augmented Reality (AR) is a technology that is gaining a greater presence in educational centers in the last decade. However, Augmented Reality has not been explored in depth in the Secondary Education stage. Therefore, the objective of this research is to evaluate the degree of motivation and academic performance generated using Augmented Reality in Secondary Education students, considering the variables gender and previous experience. The research is focused on a mixed methodology that uses various methods (systematic literature review, field work, semi-structured interviews) to learn about the impact of Augmented Reality on Secondary Education students. Based on the above, the systematic review analyzes all the existing literature and concentrates the scientific research developed around this educational technology at that stage. In reference to the field work, the ARCS motivational model by Keller (1987) is followed, consisting of four phases: analysis, design, development and pilot (implementation and evaluation). This instructional design model is implemented in a sample recruited for convenience, where 321 students from the Secondary Education stage of the Colegio Cerrado de Calderón (Málaga), aged between 14 and 17, were assigned to an experimental group (n=159) and a control group (n=162). The control group used a traditional methodology in a slide-based learning environment, while the experimental group worked with an Augmented Reality (ComputAR) mobile application designed with the same concepts. For data collection, an identical pre-test and post-test was developed for both groups, an instructional materials motivation questionnaire (IMMS) adapted to each of the groups and semi-structured interviews in the experimental group. The results showed better grades and greater motivation in the students who used Augmented Reality, highlighting a great interest in the integration of this technology in the teaching process. However, no significant differences have been obtained in the motivation of the students according to gender and previous experience. Therefore, the feelings and impressions of the students regarding the use of this educational technology are very positive, highlighting the motivation and academic performance that it provides in the students. In conclusion, this study provides data that encourages the use of Augmented Reality in the teaching and learning process of the Secondary Education stage.Las nuevas tecnológicas se alzan hoy en día como una herramienta de gran importancia en la sociedad actual, sobre todo, en el contexto educativo. En este sentido, la Realidad Aumentada (RA) es una tecnología que está consiguiendo una mayor presencia en los centros educativos en la última década. Sin embargo, la Realidad Aumentada no ha sido explorada en profundidad en la etapa de Educación Secundaria. Por lo anterior, el objetivo de esta investigación es evaluar el grado de motivación y rendimiento académico que genera el uso de la Realidad Aumentada en estudiantes de Educación Secundaria, teniendo presente las variables género y experiencia previa. La investigación está enfocada en una metodología mixta que utiliza varios métodos (revisión sistemática de literatura, trabajo de campo, entrevistas semi-estructuradas) para conocer el impacto de la Realidad Aumentada en los estudiantes de Educación Secundaria. Con base en lo anterior, la revisión sistemática analiza toda la literatura existente y concentra las investigaciones científicas desarrolladas en torno a esta tecnología educativa en dicha etapa. Con respecto al trabajo de campo, se sigue el modelo motivacional ARCS de Keller (1987), formado por cuatro (4) fases: análisis, diseño, desarrollo y piloto (implementación y evaluación). Este modelo de diseño instruccional se implementa en una muestra reclutada por conveniencia, donde 321 estudiantes de la etapa de Educación Secundaria del Colegio Cerrado de Calderón (Málaga), con edades comprendidas entre 14 y 17 años, fueron asignados a un grupo experimental (n=159) y un grupo de control (n=162). El grupo de control utilizó una metodología tradicional en un entorno de aprendizaje basado en diapositivas, mientras que el grupo experimental trabajó con una aplicación móvil de Realidad Aumentada (ComputAR) diseñada con los mismos conceptos. Para la recolección de los datos, se desarrolla un pre-test y post-test idéntico para ambos grupos, un cuestionario de motivación de materiales instruccionales (IMMS) adaptado a cada uno de los grupos y unas entrevistas semi-estructuradas en el grupo experimental. Los resultados mostraron mejores calificaciones y una mayor motivación en los estudiantes que utilizaron Realidad Aumentada, destacando un gran interés en la integración de esta tecnología en el proceso de enseñanza y aprendizaje. Sin embargo, no se han obtenido diferencias significativas en la motivación de los estudiantes según el género y la experiencia previa. Por lo tanto, las sensaciones e impresiones de los estudiantes en torno al uso de esta tecnología educativa son muy positivas, destacando la motivación y el rendimiento académico que proporciona en el alumnado. En conclusión, este estudio aporta datos que fomentan el uso de la Realidad Aumentada en el proceso de enseñanza y aprendizaje de la etapa de Educación Secundaria

El uso de las tic como herramienta de motivación para alumnos de enseñanza secundaria obligatoria. Estudio de caso español

Information and Communication Technologies (ICTs) have become nowadays an instrument of great influence in today’s society, especially in the educational context. In this sense, the present study focuses on analyzing the influence of digital resources and tools in the educational field in order to motivate students in the classroom. Regarding the methodology, an exploratory research has been carried out. We have selected a quantitative methodology with the use of surveys as a data collection tool. We had the participation of a total of 120 students from public, private and state-funded private institutions belonging to the compulsory Secondary Education in the province of Malaga (Spain).Las Tecnologías de la Información y la Comunicación (TIC) se han alzado a día de hoy como un instrumento de gran influencia en la sociedad actual, sobre todo, en el contexto educativo. En este sentido, el presente estudio se centra en analizar la influencia de los recursos y herramientas digitales en la educación con la finalidad de motivar a los estudiantes en el aula. En relación a la metodología, se ha llevado a cabo una investigación exploratoria, optando por una metodología cuantitativa con el uso de las encuestas como herramienta de recolección de datos. Se ha contado con la participación de un total de 120 estudiantes de centros públicos, privados y concertados de la etapa de Educación Secundaria Obligatoria en la provincia de Málaga (España)

The influence of gender in the use of Augmented Reality in Education: A Systematic Literature Review

Augmented Reality (AR) is a technology that is gaining a greater prominence in schools and universities in recent years. For this reason, it is necessary to know the scientific production on this technological resource based on the gender influence shown by the students. The objective of this research is to analyze the repercussion that the gender of the students presents with the use of Augmented Reality in different educational stages, in the Scopus and Web of Science (WoS) databases. To do this, a systematic review of the literature was carried out using the Kitchenham protocol, analysing a total of 66 articles published between 2017 and 2021. The main findings show that gender presents an important significant difference in relation to student motivation. However, there are no relevant or considerable differences regarding the acceptance and acquisition of knowledge