Augmented reality for the development of spatial thinking in university students
DOI:
https://doi.org/10.5281/zenodo.23243662Keywords:
higher education, educational technology, spatial thinkingAbstract
This research aimed to determine the impact of augmented reality on the spatial thinking of university students. The methodological strategy corresponded to a quantitative approach, applied type, explanatory level and pre-experimental design with pretest and posttest measurements. The sample was made up of 40 students from the VII cycle of the Professional School of Initial Education of the Universidad Peruana Los Andes. For data collection, the survey technique was used and a questionnaire as an instrument, validated and with high reliability (Cronbach's Alpha = 0.994). In addition, a pedagogical intervention structured in 8 learning sessions mediated by augmented reality was applied. The descriptive results revealed that in the pretest 55.0% of the students were at a low level of spatial thinking, while in the posttest 57.5% reached a high level and 37.5% a medium level. It is concluded that augmented reality strengthens the visualization, orientation and spatial representation of university students, which is why its implementation in the university educational curriculum is recommended.
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