A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs
Virtual reality has impacted education, where progressively more educational institutions
consider its inclusion. The research problem derives from the need to study the educational possibilities
provided by integrating augmented reality into the curriculum, and its effect on academic achievement in
a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with
andwithout special educational needs, and addresses three overarching questions: (a)Would integrating
augmented reality (AR) technology result in better academic achievement? (b)Would knowledge be
retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance
and motivation regarding the use of this technology? Embracing the socio-constructivist theory of
learning and collaborative and immersive learning as a framework, this study was carried out using
a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application
was used in chemistry lessons. Main results showed significant immediate academic achievement
and content retention. Despite classroom diversity, immersive technologies enhance students’ learning
regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR
is a suitable sustainable technology that may foster social and cognitive justice and inclusive education,
and train students that are equally prepared for the dynamic future.
Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs
Virtual reality has impacted education, where progressively more educational institutions
consider its inclusion. The research problem derives from the need to study the educational possibilities
provided by integrating augmented reality into the curriculum, and its effect on academic achievement in
a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with
andwithout special educational needs, and addresses three overarching questions: (a)Would integrating
augmented reality (AR) technology result in better academic achievement? (b)Would knowledge be
retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance
and motivation regarding the use of this technology? Embracing the socio-constructivist theory of
learning and collaborative and immersive learning as a framework, this study was carried out using
a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application
was used in chemistry lessons. Main results showed significant immediate academic achievement
and content retention. Despite classroom diversity, immersive technologies enhance students’ learning
regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR
is a suitable sustainable technology that may foster social and cognitive justice and inclusive education,
and train students that are equally prepared for the dynamic future.
Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs
María Graciela Badilla-Quintana (author) / Eileen Sepulveda-Valenzuela (author) / Margarita Salazar Arias (author)
2020
Article (Journal)
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