Use of Augmented Reality, Gamification and M-learning
Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the dif...
| Main Authors: | , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2019
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264 |
| _version_ | 1801706091417960448 |
|---|---|
| author | Claros-Perdomo, Danna Camila Millán-Rojas, Edwin Eduardo Gallego-Torres, Adriana Patricia |
| author_facet | Claros-Perdomo, Danna Camila Millán-Rojas, Edwin Eduardo Gallego-Torres, Adriana Patricia |
| author_sort | Claros-Perdomo, Danna Camila |
| collection | OJS |
| description | Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the different disciplines or that serve as a bridge for improvements to various processes mediated by ICT in teaching and / or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive, interpretative methodology of the categories augmented reality, gamification, and m-learning, based on a characterization in the databases, carried out an exploratory review in the main databases such as ScienceDirect, Scopus and web Science, obtaining 100 reference articles. In this way, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching-learning processes. The method used allowed to develop the description of the panorama or superficial knowledge about the use of augmented reality, m-learning, and gamification in basic, secondary and higher education. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12264 |
| institution | Revista Facultad de Ingeniería |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-122642021-07-13T02:24:55Z Use of Augmented Reality, Gamification and M-learning Uso de la realidad aumentada, gamificación y m-learning Claros-Perdomo, Danna Camila Millán-Rojas, Edwin Eduardo Gallego-Torres, Adriana Patricia augmented reality gamification m-learning teaching enseñanza gamificación m-learning realidad aumentada Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the different disciplines or that serve as a bridge for improvements to various processes mediated by ICT in teaching and / or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive, interpretative methodology of the categories augmented reality, gamification, and m-learning, based on a characterization in the databases, carried out an exploratory review in the main databases such as ScienceDirect, Scopus and web Science, obtaining 100 reference articles. In this way, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching-learning processes. The method used allowed to develop the description of the panorama or superficial knowledge about the use of augmented reality, m-learning, and gamification in basic, secondary and higher education. La realidad aumentada, la gamificación y m-learning ocupan hoy en día un lugar importante en la educación, dadas las ventajas que ha supuesto el uso de las tecnologías móviles, de manera independiente o en combinación con otros escenarios tecnológicos y los diferentes dispositivos que inciden en la enseñanza y el aprendizaje de las disciplinas o que sirven de puente para mejoras diversos procesos mediados por las TIC en la enseña y/o el aprendizaje. En este sentido el artículo que aquí se presenta, muestra un estudio analítico que se desarrolló bajo una metodología exploratoria, descriptiva de corte interpretativo de las categorías realidad aumentada, gamificación y m-learning, a partir de una caracterización en las bases de datos, se realizó una revisión de la literatura en las principales bases de datos tales como, Sciencedirect, Scopus y web Science, obteniendo 100 artículos de referencia. De esta manera se encontró que estas tres categorías determinadas como estrategias de enseñanza influyen significativamente en la motivación, el interés por el conocimiento, la retención y la comprensión de la información para el desarrollo de los procesos de enseñanza aprendizaje. El método utilizado permitió desarrollar la descripción del panorama acerca del uso la realidad aumentada, m-learning y gamificación en la enseñanza básica, media y superior. Universidad Pedagógica y Tecnológica de Colombia 2019-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264 10.19053/01211129.v29.n54.2020.12264 Revista Facultad de Ingeniería; Vol. 29 No. 54 (2020): Continuos Publication; e12264 Revista Facultad de Ingeniería; Vol. 29 Núm. 54 (2020): Publicación Continua; e12264 2357-5328 0121-1129 spa https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10022 https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10045 Copyright (c) 2020 Danna-Camila Claros-Perdomo; Edwin-Eduardo Millán-Rojas; Adriana-Patricia Gallego-Torres |
| spellingShingle | augmented reality gamification m-learning teaching enseñanza gamificación m-learning realidad aumentada Claros-Perdomo, Danna Camila Millán-Rojas, Edwin Eduardo Gallego-Torres, Adriana Patricia Use of Augmented Reality, Gamification and M-learning |
| title | Use of Augmented Reality, Gamification and M-learning |
| title_alt | Uso de la realidad aumentada, gamificación y m-learning |
| title_full | Use of Augmented Reality, Gamification and M-learning |
| title_fullStr | Use of Augmented Reality, Gamification and M-learning |
| title_full_unstemmed | Use of Augmented Reality, Gamification and M-learning |
| title_short | Use of Augmented Reality, Gamification and M-learning |
| title_sort | use of augmented reality gamification and m learning |
| topic | augmented reality gamification m-learning teaching enseñanza gamificación m-learning realidad aumentada |
| topic_facet | augmented reality gamification m-learning teaching enseñanza gamificación m-learning realidad aumentada |
| url | https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264 |
| work_keys_str_mv | AT clarosperdomodannacamila useofaugmentedrealitygamificationandmlearning AT millanrojasedwineduardo useofaugmentedrealitygamificationandmlearning AT gallegotorresadrianapatricia useofaugmentedrealitygamificationandmlearning AT clarosperdomodannacamila usodelarealidadaumentadagamificacionymlearning AT millanrojasedwineduardo usodelarealidadaumentadagamificacionymlearning AT gallegotorresadrianapatricia usodelarealidadaumentadagamificacionymlearning |
