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Article

Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

1
Centro de Investigación en Educación y Desarrollo, CIEDE-UCSC, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile
2
School of Education, University of Bristol, Bristol BS8 1JA, UK
3
Facultad de Educación, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(19), 8116; https://doi.org/10.3390/su12198116
Received: 1 September 2020 / Revised: 26 September 2020 / Accepted: 30 September 2020 / Published: 1 October 2020
(This article belongs to the Special Issue Inclusive Education and Sustainability)
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. View Full-Text
Keywords: inclusive education; academic achievement; augmented reality; sustainable technologies; knowledge retention; chemistry learning inclusive education; academic achievement; augmented reality; sustainable technologies; knowledge retention; chemistry learning
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MDPI and ACS Style

Badilla-Quintana, M.G.; Sepulveda-Valenzuela, E.; Salazar Arias, M. Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs. Sustainability 2020, 12, 8116. https://doi.org/10.3390/su12198116

AMA Style

Badilla-Quintana MG, Sepulveda-Valenzuela E, Salazar Arias M. Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs. Sustainability. 2020; 12(19):8116. https://doi.org/10.3390/su12198116

Chicago/Turabian Style

Badilla-Quintana, María G., Eileen Sepulveda-Valenzuela, and Margarita Salazar Arias. 2020. "Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs" Sustainability 12, no. 19: 8116. https://doi.org/10.3390/su12198116

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