Perception versus Historical Knowledge in Baccalaureate: A Comparative Study Mediated by Augmented Reality and Historical Thinking

Author:

López-García Alejandro1ORCID,Maquilón-Sánchez Javier J.2ORCID,Miralles-Sánchez Pedro3ORCID

Affiliation:

1. DICSO Group, Social Sciences Area, ISEN University Centre, University of Murcia, 30204 Cartagena, Spain

2. Institutional Evaluation, Accreditation, Competences and Teaching-Learning in EHEA, Department of Methods of Research and Diagnosis in Education, Faculty of Education, University of Murcia, 30100 Murcia, Spain

3. DICSO Group, Department of Mathematics and Social Sciences Teaching, Faculty of Education, University of Murcia, 30100 Murcia, Spain

Abstract

Numerous studies have shown that a traditional model persists in the teaching of history, in which students are not allowed to think for themselves and are assigned a passive role based on the mere memorisation of information. This reality is in opposition to the technological and technical boom taking place in the current educational context and to the enhancement of innovative strategies and methodologies that mark the role that students must occupy as protagonists of their own learning. This paper aims to compare the perceptions and historical knowledge of 93 baccalaureate students (16–18 years of age) following the implementation of an intervention programme based on active learning situations mediated by augmented reality and historical thinking skills. A quasi-experimental quantitative design with a non-equivalent control group was employed to meet these objectives. The results showed higher scores in the perception and knowledge of students in the experimental group compared with those in the control group. This line of work should be continued in the future with new studies to corroborate these findings, prioritising pedagogical models based on student activity and protagonism via the use of technology and critical thinking.

Funder

Ministerio de Ciencia e Innovación

Agencia Estatal de Investigación

Publisher

MDPI AG

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