Abstract
The association between learning achievement in mathematics, cognitive style in the field dependence/independence dimension (FDI), and augmented reality (RA) in a virtual learning environment is analyzed in this research. A quantitative descriptive/correlational study was structured to that end, with a quasi-experimental design and two groups: one experimental and the other a control group with non-comparable pre and post tests. The study involved 83 students who were majoring in industrial engineering at the Colombian College of Industrial Studies (ECCI) in Bogota. The finding show that use of the augmented reality model, implemented as a strategy for natural interaction with digital objects to learn functions in several variables, made it possible to obtain better results in terms of more effective and significant learning achievement among students who were enrolled in the vector calculus teaching unit, with intermediate and independent typology in the FDI dimension.
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