Affiliation:
1. Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja, 26006 Logroño, Spain
2. Facultad de Minas, Universidad Nacional de Colombia, Medellín 170003, Colombia
Abstract
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.
Funder
Research Institute for Innovation and Technology in Education (UNIR iTED) at the Universidad Internacional de La Rioja
Subject
Electrical and Electronic Engineering,Computer Networks and Communications,Hardware and Architecture,Signal Processing,Control and Systems Engineering
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