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Article

Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach

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Department of Education, University of Extremadura, 06006 Badajoz, Spain
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College of Education, Ana G. Méndez University—Cupey Campus, San Juan, PR 00926, USA
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Department of Didactics and School Organization, Faculty of Education, The National Distance Education University (UNED), 28040 Madrid, Spain
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Department of Education, University of Almeria, 04120 Almería, Spain
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Department of Education and Social Psychology, Faculty of Social Sciences, University Pablo de Olavide, 41013 Seville, Spain
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Research Institute in Social Sciences and Education, Vice-Rectory for Research and Postgraduate, University of Atacama, Copiapó 1530000, Chile
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(21), 9116; https://doi.org/10.3390/su12219116
Received: 12 October 2020 / Revised: 29 October 2020 / Accepted: 30 October 2020 / Published: 2 November 2020
The current educational processes must be supported by sustainable learning ecologies, where the digitalization of training is enhanced. In this area, augmented reality (AR) plays an important role. It is a technology that for certain educational goals can facilitate the understanding of the course contents and increase the motivation and interest of the student. This research aims to measure the socio-educational impact that AR presents in the teaching processes of university students of social education. These are professionals in training dedicated, precisely, to social and educational actions. In order to reach the pursued objective, an exploratory study of qualitative and descriptive nature was approached from a methodological conception based on the action-research. The study was carried out during three academic courses and consisted of an experience of integration of AR in the classroom in order to determine which applications, and advantages or limitations of a socio-educational nature, were perceived by the participants in that process. The documents generated were analyzed mainly using semantic methods. The main results were that AR is positive overall for its use in learning processes and, specifically in its field, optimal for the development of professional skills within the framework of social education. As to benefits, it highlighted the strengthening of learning dynamism, motivation, and interaction among students; as to limitations, these included the fact that it is not an accessible technology, the need for previous training and that it can reduce sociability. It was also stressed that it can be a useful resource in many areas of social education (childhood and adolescence, gerontology, drug addiction, etc.). In general, therefore, it can be concluded that the use of AR in university training, in this area of knowledge, allows content to be more dynamic and real in a sustainable way, thus achieving a highly transferable and motivating path to develop content and competencies. View Full-Text
Keywords: augmented reality; sustainable learning; social education; college students; higher education augmented reality; sustainable learning; social education; college students; higher education
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MDPI and ACS Style

Gómez-Galán, J.; Vázquez-Cano, E.; Luque de la Rosa, A.; López-Meneses, E. Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach. Sustainability 2020, 12, 9116. https://doi.org/10.3390/su12219116

AMA Style

Gómez-Galán J, Vázquez-Cano E, Luque de la Rosa A, López-Meneses E. Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach. Sustainability. 2020; 12(21):9116. https://doi.org/10.3390/su12219116

Chicago/Turabian Style

Gómez-Galán, José, Esteban Vázquez-Cano, Antonio Luque de la Rosa, and Eloy López-Meneses. 2020. "Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach" Sustainability 12, no. 21: 9116. https://doi.org/10.3390/su12219116

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