Abstract
Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.
Highlights
Nowadays, we live in a society in which the use of information and communication technologies (ICT) has acquired a relevant value in all social sectors [1,2] especially in the field of health [3] and education [4,5].With regard to the latter, the importance of ICTs as a resource to encourage student participation and to motivate and activate interest in their learning process should be highlighted [6].Along these lines [7], they maintain that, currently, the educational practices carried out in most educational centres are not adapted to the context in which students work outside of school hours, causing a lack of motivation and interest in them
The data presented after applying the descriptive statistical study of the students who are in high school show, in general terms, that there are very disparate mean differences between the control group and the experimental group
The irruption of information and communication technologies is a palpable reality in the education system
Summary
We live in a society in which the use of information and communication technologies (ICT) has acquired a relevant value in all social sectors [1,2] especially in the field of health [3] and education [4,5].With regard to the latter, the importance of ICTs as a resource to encourage student participation and to motivate and activate interest in their learning process should be highlighted [6].Along these lines [7], they maintain that, currently, the educational practices carried out in most educational centres are not adapted to the context in which students work outside of school hours, causing a lack of motivation and interest in them. We live in a society in which the use of information and communication technologies (ICT) has acquired a relevant value in all social sectors [1,2] especially in the field of health [3] and education [4,5] With regard to the latter, the importance of ICTs as a resource to encourage student participation and to motivate and activate interest in their learning process should be highlighted [6]. Among the different methodologies that favour the improvement of these processes, active methodologies [14] stand out, characterised by the active role of the student In this case, teaching does not revolve around the teacher or the content of the subject, but rather around the students and the tasks that are put into practice to promote learning [15]
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