Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion Computational Media and the Paradox of Permanence

Maximiliano Paredes Velasco; Monica Daniela Gomez Rios

doi:10.34624/jdmi.v7i16.36547

Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion Computational Media and the Paradox of Permanence

Título traducido de la contribución: Uso de la Realidad Aumentada para el Desarrollo de los Objetivos de Desarrollo Sostenible: Una Experiencia con Estudiantes en Riesgo de Exclusión Social Medios Computacionales y la Paradoja de la Permanencia

Maximiliano Paredes Velasco
, Monica Daniela Gomez Rios

Grupo de Investigación en Inteligencia Artificial y Reconocimiento Facial (GIIAR)

Producción científica: Contribución a una revista › Artículo

Resumen

Para el desarrollo, tanto personal como socioeconómico, la educación es un elemento primordial. Sin embargo, pese a su relevancia e importancia no hay una educación inclusiva que permita el acceso a toda la población. Esto es especialmente notorio en contextos de estudiantes que se encuentran en riesgo de exclusión. Este trabajo presenta un proyecto que fomenta disminuir el gap tecnológico en las clases sociales más desfavorecidas, impulsando el uso de tecnología de Realidad Aumentada. Para ello se presenta una experiencia con niños en riesgo de exclusión social en la que realizaron dos talleres formativos durante dos semanas, organizando los estudiantes en dos grupos, donde uno usaba Realidad Aumentada con Tablet y el otro no. El objetivo de la experiencia fue evaluar el impacto del uso de esta tecnología en el estado emocional de los estudiantes, así como en el desarrollo de la competencia de pensamiento computacional. Los resultados muestran que los estudiantes que usaron Realidad Aumentada mejoraron considerablemente los resultados académicos sobre programación en bloque respecto a los que no la usaron. Además, se encontró que el estado emocional de los primeros fue en general de emociones más agradables respecto a los segundos.

Título traducido de la contribución	Uso de la Realidad Aumentada para el Desarrollo de los Objetivos de Desarrollo Sostenible: Una Experiencia con Estudiantes en Riesgo de Exclusión Social Medios Computacionales y la Paradoja de la Permanencia
Idioma original	Inglés estadounidense
Páginas (desde-hasta)	31-46
Número de páginas	16
Publicación	‪Journal of Digital Media & Interaction‬
Volumen	7
N.º	7
DOI	https://doi.org/10.34624/jdmi.v7i16.36547
Estado	Publicada - 27 jul. 2024

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

ODS 4: Educación de calidad
ODS 10: Reducción de las desigualdades

Palabras clave

Block-based programming: computational thinking
Augmented reality
Emotions

Areas de Conocimiento del CACES

111A Educación

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10.34624/jdmi.v7i16.36547

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Huella

Profundice en los temas de investigación de 'Uso de la Realidad Aumentada para el Desarrollo de los Objetivos de Desarrollo Sostenible: Una Experiencia con Estudiantes en Riesgo de Exclusión Social Medios Computacionales y la Paradoja de la Permanencia'. En conjunto forman una huella única.

Educación y Formación con Realidad Aumentada para Niños en Riesgo de Exclusión en la Fundación Proyecto Salesiano de Guayaquil (EFRANIRE-FPSG)
Plua Moran, D. H. (Investigador Secundario), Gomez Rios, M. D. (Investigador principal), Quiroz Martinez, M. A. (Investigador Secundario), Leyva Vazquez, M. Y. (Investigador Secundario), Mite Torres, S. (Estudiante Investigador), Gonzalez Cedeño, G. S. (Estudiante Investigador), Ramos Totoy, K. D. (Estudiante Investigador), Alverca Cueva, J. A. (Estudiante Investigador), Morales Calderón, A. A. (Estudiante Investigador), Castillo Aviles, N. C. (Estudiante Investigador), Paredes Velasco, M. (Investigador Externo) & Preciado Cortez, A. J. (Estudiante Investigador)
27/06/23 → …
Proyecto: Investigación y Desarrollo

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abstract = "For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.",

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Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion Computational Media and the Paradox of Permanence. / Paredes Velasco, Maximiliano; Gomez Rios, Monica Daniela.
En: ‪Journal of Digital Media & Interaction‬, Vol. 7, N.º 7, 27.07.2024, p. 31-46.

Producción científica: Contribución a una revista › Artículo

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Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion Computational Media and the Paradox of Permanence

Resumen

ODS de las Naciones Unidas

Palabras clave

Areas de Conocimiento del CACES

Acceder al documento

Otros archivos y enlaces

Huella

Proyectos

Educación y Formación con Realidad Aumentada para Niños en Riesgo de Exclusión en la Fundación Proyecto Salesiano de Guayaquil (EFRANIRE-FPSG)

Citar esto