Show simple item record

dc.creatorCrespo V.A.
dc.creatorMarín L.M.G.
dc.date2020
dc.date.accessioned2021-02-05T14:57:56Z
dc.date.available2021-02-05T14:57:56Z
dc.identifier.issn16469895
dc.identifier.urihttp://hdl.handle.net/11407/5923
dc.descriptionThe accelerated changes that the uses of information technologies (IT) have provoked in different social, political, economic, and cultural scenarios in the global sphere have led to an investigation and questioning in such an important area as education, on how to use IT-supported educational models and strategies for the benefit of educational scenarios and their actors. To answer these concerns, the aim of this article is to make a state of the art on: augmented reality (AR), living labs and active learning strategies that accompany educational initiatives supported by IT, the methodology used to make the state of the art on the subject is the systematic review of literature and additional tools of analysis were used as it was the tree of science. The results obtained show that IT is in exponential use as a support in the current teaching-learning scenarios and their actors. Most of the research carried out in AR applied to education has concentrated on identifying the benefits of AR in science education, ecology, field trips, mathematics and geometry, scientific studies and in general activities where students can observe elements that could not be visualized in the real world without the use of a specialized device. The results in the tests of living laboratories or Living Labs equipped with AR technology showed as positive that both theory and practice can be combined so that students can associate abstract content with real situations when learning, through electronic devices that explain the actions to be executed and have clarity of the desired objective. And finally, some authors mention that the teaching-learning process has been focused on the development of games through problem-based learning methodologies or ABP, structured in role-playing allowing the realization of participatory simulations of co-creation and developing collaborative learning strategies. © 2020, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.
dc.language.isospa
dc.publisherAssociacao Iberica de Sistemas e Tecnologias de Informacao
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85094594398&partnerID=40&md5=32ad4fe9cf282c97c5331fce79930791
dc.sourceRISTI - Revista Iberica de Sistemas e Tecnologias de Informacao
dc.subjectAugmented realityspa
dc.subjectEducationspa
dc.subjectLiving Labspa
dc.subjectProblem-based learningspa
dc.subjectTeaching-Learningspa
dc.subjectVirtual realityspa
dc.titleAugmented reality and problem-based learning as a strategy that living labs support [La realidad aumentada y el aprendizaje basado en problemas como estrategia que soportan los living lab]
dc.typeArticleeng
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.publisher.programIngeniería de Sistemasspa
dc.relation.citationvolume2020
dc.relation.citationissueE32
dc.relation.citationstartpage572
dc.relation.citationendpage582
dc.publisher.facultyFacultad de Ingenieríasspa
dc.affiliationCrespo, V.A., Universidad de Medellín, Antioquia, Colombia
dc.affiliationMarín, L.M.G., Facultad de Ingenierías, Universidad de Medellín, Antioquia, Colombia
dc.relation.referencesBacca, J., Baldiris, S., Fabregat, R., Grafkinshuk, S., Augmented reality trends in education: A systematic review of research and applications (2014) Educational Technology and Society, 17 (4), pp. 133-149. , https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908502495&partnerID=40&md5=8e2dce65c35f4b87ca9504a31460444b
dc.relation.referencesKorthagen, F.A.J., Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2010) Teaching and Teacher Education, 26 (1), pp. 98-106. , https://doi.org/10.1016/j.tate.2009.05.001
dc.relation.referencesLee, K., Augmented Reality in Education and Training (2012) Techtrends, 56 (2), pp. 13-21. , https://doi.org/10.1007/s11528-012-0559-3
dc.relation.referencesMartin-Gutierrez, J., Editorial: Learning strategies in engineering education using virtual and augmented reality technologies (2017) Eurasia Journal of Mathematics, Science and Technology Education, 13 (2), pp. 297-300. , https://doi.org/10.12973/eurasia.2017.00630a
dc.relation.referencesMartín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M.D., Mora, C.E., Augmented reality to promote collaborative and autonomous learning in higher education (2015) Computers in Human Behavior, 51, pp. 752-761. , https://doi.org/10.1016/j.chb.2014.11.093
dc.relation.referencesMartin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., Peire, J., New technology trends in education: Seven years of forecasts and convergence (2011) Computers and Education, 57 (3), pp. 1893-1906. , https://doi.org/10.1016/j.compedu.2011.04.003
dc.relation.referencesMiller, D., Implementing Augmented Reality in the Classroom (2016) Issues and Trends in Educational Technology, 3 (2), pp. 56-63. , https://doi.org/10.2458/azu_itet_v3i2_miller
dc.relation.referencesMuñoz-Cristóbal, J.A., Rodríguez-Triana, M.J., Gallego-Lema, V., Arribas-Cubero, H.F., Asensio-Pérez, J.I., Martínez-Monés, A., Monitoring for Awareness and Reflection in Ubiquitous Learning Environments (2018) International Journal of Human-Computer Interaction, 34 (2), pp. 146-165. , https://doi.org/10.1080/10447318.2017.1331536
dc.relation.referencesPan, Z., Cheok, A.D., Yang, H., Zhu, J., Shi, J., Virtual reality and mixed reality for virtual learning environments (2006) Computers and Graphics (Pergamon), 30 (1), pp. 20-28. , https://doi.org/10.1016/j.cag.2005.10.004
dc.relation.referencesPérez Rave, J.I., (2012) Revisión sistemática De La Literatura En ingeniería, , Editorial Universidad de Antioquia, 1a Edición
dc.relation.referencesRobledo, P., Fidalgo, R., Arias, O., Álvarez, M.L., Percepción de los estudiantes sobre el desarrollo de competencias a través de diferentes metodologías activas (2015) Revista De Investigacion Educativa, 33 (2), pp. 369-383. , https://doi.org/10.6018/rie.33.2.201381
dc.relation.referencesSalmi, H., Thuneberg, H., Vainikainen, M.-P., Making the invisible observable by Augmented Reality in informal science education context (2017) International Journal of Science Education, Part B: Communication and Public Engagement, 7 (3), pp. 253-268. , https://doi.org/10.1080/21548455.2016.1254358
dc.relation.referencesSchwittay, A., A living lab”: Corporate delivery of ICTs in Rural India (2008) Science, Technology and Society, 13 (2), pp. 175-209. , https://doi.org/10.1177/097172180801300202
dc.relation.referencesWalia, M., Yu, E., Iskander, M., Kapila, V., Kriftcher, N., The modern science lab: Integrating technology into the classroom is the solution (2006) Advances in Computer, Information, and Systems Sciences, and Engineering-Proceedings of IETA 2005, Tene 2005, EIAE 2005, pp. 357-362. , https://doi.org/10.1007/1-4020-5261-8-55
dc.relation.referencesWu, H.-K., Lee, S.W.-Y., Chang, H.-Y., Liang, J.-C., Current status, opportunities and challenges of augmented reality in education (2013) Computers and Education, 62, pp. 41-49. , https://doi.org/10.1016/j.compedu.2012.10.024
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.type.driverinfo:eu-repo/semantics/article


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record