Creación de contenido educativo con realidad aumentada aplicando los principios de la teoría cognitiva del aprendizaje multimedia
Fecha
2015Autor
Salamanca Díaz, Daniel Mauricio
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Resumen
The use of Augmented Reality (AR) has grown
rapidly as an educational tool thanks to the high penetration of
mobile devices since 2007 and the tools development for creating
content, which has greatly facilitated the task. So far there have
been many research projects where AR is compared with other
media and which have demonstrated their benefits in learning
processes.
Based on the principles of cognitive theory of multimedia
learning (CTML), two different apps were developed in this
study in order to compare between a content that apply those
principles and one that did not use them. We wanted to test
whether its application facilitates the learning process. The
chosen topic was the quadcopter drone: What it is, its
components and how to fly one with a remote control.
An experiment was done with 18 participants at the
Planetarium of Bogotá and at Jorge Tadeo Lozano University to
evaluate how much they learned about drones. The most
significant result was found in the “how to fly a drone” section: It
took less than 60 seconds to 77% of participants to complete the
test in the app where the segmenting principle was applied. In the
app where that principle was not used, only 33% of participants
could finish it within the same time frame. This occurs because
people could practice each movement separately before doing the
test where they have to use all the movements together.
Palabras clave
Realidad aumentada; Aprendizaje multimedia; Ambientes interactivosEnlace al recurso
https://ieeexplore.ieee.org/document/7333461Colecciones
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