Use of Augmented Reality, Gamification and M-learning

Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the dif...

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Autores:
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/14302
Acceso en línea:
https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264
https://repositorio.uptc.edu.co/handle/001/14302
Palabra clave:
augmented reality
gamification
m-learning
teaching
enseñanza
gamificación
m-learning
realidad aumentada
Rights
License
http://purl.org/coar/access_right/c_abf229
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dc.title.en-US.fl_str_mv Use of Augmented Reality, Gamification and M-learning
dc.title.es-ES.fl_str_mv Uso de la realidad aumentada, gamificación y m-learning
title Use of Augmented Reality, Gamification and M-learning
spellingShingle Use of Augmented Reality, Gamification and M-learning
augmented reality
gamification
m-learning
teaching
enseñanza
gamificación
m-learning
realidad aumentada
title_short Use of Augmented Reality, Gamification and M-learning
title_full Use of Augmented Reality, Gamification and M-learning
title_fullStr Use of Augmented Reality, Gamification and M-learning
title_full_unstemmed Use of Augmented Reality, Gamification and M-learning
title_sort Use of Augmented Reality, Gamification and M-learning
dc.subject.en-US.fl_str_mv augmented reality
gamification
m-learning
teaching
topic augmented reality
gamification
m-learning
teaching
enseñanza
gamificación
m-learning
realidad aumentada
dc.subject.es-ES.fl_str_mv enseñanza
gamificación
m-learning
realidad aumentada
description Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the different disciplines or that serve as a bridge for improvements to various processes mediated by ICT in teaching and / or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive, interpretative methodology of the categories augmented reality, gamification, and m-learning, based on a characterization in the databases, carried out an exploratory review in the main databases such as ScienceDirect, Scopus and web Science, obtaining 100 reference articles. In this way, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching-learning processes. The method used allowed to develop the description of the panorama or superficial knowledge about the use of augmented reality, m-learning, and gamification in basic, secondary and higher education.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2024-07-05T19:11:57Z
dc.date.available.none.fl_str_mv 2024-07-05T19:11:57Z
dc.date.none.fl_str_mv 2019-10-29
dc.type.none.fl_str_mv info:eu-repo/semantics/article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
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dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a312
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264
10.19053/01211129.v29.n54.2020.12264
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/14302
url https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264
https://repositorio.uptc.edu.co/handle/001/14302
identifier_str_mv 10.19053/01211129.v29.n54.2020.12264
dc.language.none.fl_str_mv spa
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10022
https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10045
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dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.en-US.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Revista Facultad de Ingeniería; Vol. 29 No. 54 (2020): Continuos Publication; e12264
dc.source.es-ES.fl_str_mv Revista Facultad de Ingeniería; Vol. 29 Núm. 54 (2020): Publicación Continua; e12264
dc.source.none.fl_str_mv 2357-5328
0121-1129
institution Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv Repositorio Institucional UPTC
repository.mail.fl_str_mv repositorio.uptc@uptc.edu.co
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spelling 2019-10-292024-07-05T19:11:57Z2024-07-05T19:11:57Zhttps://revistas.uptc.edu.co/index.php/ingenieria/article/view/1226410.19053/01211129.v29.n54.2020.12264https://repositorio.uptc.edu.co/handle/001/14302Augmented reality, gamification and M-learning occupy an important place in education today, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of the different disciplines or that serve as a bridge for improvements to various processes mediated by ICT in teaching and / or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive, interpretative methodology of the categories augmented reality, gamification, and m-learning, based on a characterization in the databases, carried out an exploratory review in the main databases such as ScienceDirect, Scopus and web Science, obtaining 100 reference articles. In this way, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching-learning processes. The method used allowed to develop the description of the panorama or superficial knowledge about the use of augmented reality, m-learning, and gamification in basic, secondary and higher education.La realidad aumentada, la gamificación y m-learning ocupan hoy en día un lugar importante en la educación, dadas las ventajas que ha supuesto el uso de las tecnologías móviles, de manera independiente o en combinación con otros escenarios tecnológicos y los diferentes dispositivos que inciden en la enseñanza y el aprendizaje de las disciplinas o que sirven de puente para mejoras diversos procesos mediados por las TIC en la enseña y/o el aprendizaje. En este sentido el artículo que aquí se presenta, muestra un estudio analítico que se desarrolló bajo una metodología exploratoria, descriptiva de corte interpretativo de las categorías realidad aumentada, gamificación y m-learning, a partir de una caracterización en las bases de datos, se realizó una revisión de la literatura en las principales bases de datos tales como, Sciencedirect, Scopus y web Science, obteniendo 100 artículos de referencia. De esta manera se encontró que estas tres categorías determinadas como estrategias de enseñanza influyen significativamente en la motivación, el interés por el conocimiento, la retención y la comprensión de la información para el desarrollo de los procesos de enseñanza aprendizaje. El método utilizado permitió desarrollar la descripción del panorama acerca del uso la realidad aumentada, m-learning y gamificación en la enseñanza básica, media y superior.application/pdfapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10022https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12264/10045Copyright (c) 2020 Danna-Camila Claros-Perdomo; Edwin-Eduardo Millán-Rojas; Adriana-Patricia Gallego-Torreshttp://purl.org/coar/access_right/c_abf229http://purl.org/coar/access_right/c_abf2Revista Facultad de Ingeniería; Vol. 29 No. 54 (2020): Continuos Publication; e12264Revista Facultad de Ingeniería; Vol. 29 Núm. 54 (2020): Publicación Continua; e122642357-53280121-1129augmented realitygamificationm-learningteachingenseñanzagamificaciónm-learningrealidad aumentadaUse of Augmented Reality, Gamification and M-learningUso de la realidad aumentada, gamificación y m-learninginfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a312http://purl.org/coar/version/c_970fb48d4fbd8a85Claros-Perdomo, Danna CamilaMillán-Rojas, Edwin EduardoGallego-Torres, Adriana Patricia001/14302oai:repositorio.uptc.edu.co:001/143022025-07-18 11:53:44.118metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co