Abstract
The currently secondary education needs the contribution of new techno-pedagogical resources, where the resource, teaching and learning skills are integrated to motivate students in their learning. For this reason, the field of holographics is presented as a dynamic alternative to the growing use of image projectors. However, these resources are not available to teachers and educational institutions because of their high costs. This research seeks to show how led-based technologies can be applied in secondary education, so allow the classroom attention of students and improve their interest in learning through the use of the 3D Holographic LED-Fan Display. In this way, the objective is to improve the student’s motivation for learning using current resources according to the realities of the current context of education, which may not have availability of mobile devices due to their high costs, thus they have not been considered for the present study. The research approach is a mixed methodology combining qualitative and quantitative information through an educational study case applied to the Kléber Franco Cruz School with the intervention of pre-professional practices carried out by the Technical University of Machala in Ecuador, through the realization of an integrative knowledge project with students with different profiles according to their curriculum, in order to face the different challenges of teaching.
Highlights
Nowadays, technology is global and is growing fast, its close relationship with education in all areas and levels is something unavoidable
Considering the different shortcomings that intervene in the teaching-learning process of the students, we have considered important to use the hologram tool as a techno-pedagogical resource since it allows viewing both normal images and advanced photographs, likewise it is possible to observe objects from a three-dimensional perspective
The pre-questionnaire and post-questionnaire was applied to students of the Kléber Franco Cruz School
Summary
Technology is global and is growing fast, its close relationship with education in all areas and levels is something unavoidable. The influence of holographic resources is becoming more and more recurrent in educational institutions due to the ease of handling and the predisposition of students to learn. The lack of interest in the classes taught by the teachers and the absence of dynamic pedagogical resources do not help to motivate students’ individual learning. Prado Ortega et al Smart Learning Environments (2020) 7:32 final component in the interest aspect is related to the design of activities which purpose is to catch/extend student’s interest in the particular field after being immersive through the learning activity. Extending interest predisposes students to reengage in similar activities which should rise the possibilities for new opportunities. This should be the right time where meaningfulness and self-directed learning enters into the field of an immersive learning process. The main intention is to assist the students in transforming their maintained situational interest into emergent individual interest (Wong et al, 2020)
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