Augmented reality is a great value resource in the area of education, as it allows the students to become immersed in a hybrid context between the real world and the digital one, bringing realities closer to the classroom which would otherwise be impossible to reach, improving the student’s motivation and also facilitating the construction of significant learning within themselves.
Also, its inclusion within the classroom does not imply great costs, as the necessary hardware requirements for its implementation are limited to the availability of a Smartphone or digital tablet and an internet connection, making it the ideal technology that can be integrated into any educational stage. In the present work, we present the evaluation of augmented reality as a didactic resource within Primary Education, by future teachers.
The research is addressed from a quantitative methodology, through the use of a questionnaire, created ad hoc and composed by 32 items that refer to specific educational aspects such as inclusion, special education needs, the teaching-learning processes, etc. An incidental sample of 208 students was utilized, who were enrolled in the Primary Education Degree at the Faculty of Education of the University of Cordoba. The conclusions indicate that the future teachers, in their initial training, consider augmented reality as a tool that could be valuable and relevant for the development of the curricula, as well as inclusive education.
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