Coding skills have become the new language of communication for the tech world. At an educational level, applying the concepts and logic of programming is a complex task for the student. The investigation of this problem was carried out with the intention of knowing if there are tools that could help the student understand programming by using augmented reality technology. For this purpose, a systematic mapping study was carried out to identify, filter and classify the information through a query applied in different ways of research. As a result, 34 articles were selected and classified. The main results show that: a) programming learning is not limited in terms of the student's age; b) Augmented reality has potential advantages in programming learning; c) Due to the extensive content of the programming, applications focused on specific topics were found according to the level of studies; d) The software used in the development of AR applications, mostly uses Unity with Vuforia; and, e) Augmented reality contributes to different learning techniques and styles that improve the way information is perceived and visualized. In conclusion, augmented reality technology has proven to have positive consequences in the programming learning process, providing a starting point for the development of a tool that contributes to the programming learning based on the characteristics found and analyzed in this document.
|Title of host publication||Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021|
|Editors||Thomas Klinger, Christian Kollmitzer, Andreas Pester|
|Publisher||IEEE Computer Society|
|Number of pages||7|
|State||Published - 21 Apr 2021|
|Event||2021 IEEE Global Engineering Education Conference, EDUCON 2021 - Vienna, Austria|
Duration: 21 Apr 2021 → 23 Apr 2021
|Name||IEEE Global Engineering Education Conference, EDUCON|
|Conference||2021 IEEE Global Engineering Education Conference, EDUCON 2021|
|Period||21/04/21 → 23/04/21|
Bibliographical noteFunding Information:
This work has been co-funded by GIIAR group of the Universidad Politecnica Salesiana and the Madrid Regional Government, through the project e-Madrid-CM (P2018/TCS- 4307). The e-Madrid-CM project is also co-financed by the Structural Funds (FSE and FEDER)
ACKNOWLEDGMENT This work has been co-funded by GIIAR group of the Universidad Politécnica Salesiana and the Madrid Regional Government, through the project e-Madrid-CM (P2018/TCS-4307). The e-Madrid-CM project is also co-financed by the Structural Funds (FSE and FEDER).
© 2021 IEEE.
- Augmented Reality
- Collaborative learning
- Computational thinking
- Learning based on gamification
- Programming learning