Amores-Valencia Antonio, Burgos Daniel, Branch-Bedoya John W
Research Institute for Innovation and Technology in Education (UNIR iTED), Universidad Internacional de La Rioja, Logroño, Spain.
Facultad de Minas, Universidad Nacional de Colombia, Medellín, Colombia.
Front Psychol. 2022 Oct 11;13:1011409. doi: 10.3389/fpsyg.2022.1011409. eCollection 2022.
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.
如今，最新技术作为一种极为重要的工具兴起，尤其是在教育领域。从这个意义上说，增强现实（AR）是一项在过去十年中在教育机构中越来越普及的技术。然而，在中等教育阶段，增强现实尚未得到深入探索。因此，有必要分析和集中研究该阶段围绕这种教育技术开展的科学研究。所以，本研究的目的是描述增强现实对中等教育阶段学生的动机和学业成绩所产生的影响。关于研究方法，已按照基奇纳姆协议对文献进行了系统综述，分析了多个因素，如学科、活动和电子实施设备，以及对动机和学生学业成绩的影响。已使用Scopus和科学网（WoS）数据库搜索科学论文，共分析了2012年至2022年间的344项研究。所考虑的方法学阶段包括研究问题的制定、数据来源的选择、搜索策略、纳入和排除标准以及质量评估，并最终进行数据提取和综合。所得结果表明，在课堂上使用AR能提供更高水平的动机，这体现在注意力、相关性、信心和满意度等因素上，并且与对照组相比，实验组在进行的测试中取得了更好的成绩，这意味着学生的学业成绩有所提高。这些结果提供了一个基本的理论基础，应支持不同教师在课堂上引入AR，因为这种教育技术已显示出提供了巨大的机会。同样，在尚未充分探讨的领域开展研究可以基于其对学习的影响进一步阐明AR的普遍性。此外，自然科学和逻辑数学领域是研究最多的，已设法通过对象建模来实施其内容。简而言之，本研究强调了将增强现实纳入所有领域和教育阶段的重要性，因为这是教学和学习过程中的一项重大改进。
