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

María Graciela Badilla-Quintana,Margarita Salazar Arias,Eileen Sepulveda-Valenzuela

doi:10.3390/su12198116

María Graciela Badilla-Quintana, Margarita Salazar Arias + Show 1 more

Open Access

https://doi.org/10.3390/su12198116

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Abstract

Virtual reality has impacted education, where progressively more educational institutionsconsider its inclusion. The research problem derives from the need to study the educational possibilitiesprovided by integrating augmented reality into the curriculum, and its effect on academic achievement ina diverse class, specifically in the chemistry subject. This study examines 60 school-age participants withandwithout special educational needs, and addresses three overarching questions: (a)Would integratingaugmented reality (AR) technology result in better academic achievement? (b)Would knowledge beretained longer by using AR? (c) Is there any relationship between academic achievement, acceptanceand motivation regarding the use of this technology? Embracing the socio-constructivist theory oflearning and collaborative and immersive learning as a framework, this study was carried out usinga quantitative approach and a pre-experimental design. The AR VR Molecules Editor applicationwas used in chemistry lessons. Main results showed significant immediate academic achievementand content retention. Despite classroom diversity, immersive technologies enhance students’ learningregardless of whether they have special educational needs (SEN) or not. They also acknowledge that ARis 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.

Highlights

The Chilean Educational Reform, with its pillars of inclusion as well as comprehensive, quality and public education, has promoted a process of transformation in the educational system
Guided by the first research question, it can be said that the overall immediate academic achievement increases from pre-test (M = 3.65, SD = 1.21) to post-test (M = 5.21, SD = 1.15)
This study will prove useful in expanding our understanding of how cognitive and social justice are possible, since the research shows that students with and without special educational needs could mix specific science content with social and cultural skills such as collaborative learning, reflection and critical thinking

Summary

Introduction

The Chilean Educational Reform, with its pillars of inclusion as well as comprehensive, quality and public education, has promoted a process of transformation in the educational system. The Ministry of Education’s 2015 formal resolution on special education, called Decree 83, approves guidelines and criteria for curricular adaptation It promotes the diversification of teaching, for those students with special educational needs (SEN) but with the understanding that any child or young person in the classroom, by virtue of their individual characteristics or the circumstances of their context, could find barriers for learning, developing or participating in culture, curriculum and life at some point in their schooling. It specifies more or less specialized or personalized support [4]. It encourages all students to achieve the essential and fundamental learning objectives established in the school curriculum [1]

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