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Your search keyword '"Aldo Uriarte-Portillo"' showing total 3 results
Start Over Author "Aldo Uriarte-Portillo" Topic interactive learning environments
3 results on '"Aldo Uriarte-Portillo"'

1. Comparison of Using an Augmented Reality Learning Tool at Home and in a Classroom Regarding Motivation and Learning Outcomes

Author

Aldo Uriarte-Portillo, María Blanca Ibáñez, Ramón Zatarain-Cabada, and María Lucía Barrón-Estrada

Subjects
augmented reality, motivation, interactive learning environments, applications in subject areas, Technology, Science
Abstract

The recent pandemic brought on considerable changes in terms of learning activities, which were moved from in-person classroom-based lessons to virtual work performed at home in most world regions. One of the most considerable challenges faced by educators was keeping students motivated toward learning activities. Interactive learning environments in general, and augmented reality (AR)-based learning environments in particular, are thought to foster emotional and cognitive engagement when used in the classroom. This study aims to compare the motivation and learning outcomes of middle school students in two educational settings: in the classroom and at home. The study involved 55 middle school students using the AR application to practice basic chemistry concepts. The results suggested that students’ general motivation towards the activity was similar in both settings. However, students who worked at home reported better satisfaction and attention levels compared with those who worked in the classroom. Additionally, students who worked at home made fewer mistakes and achieved better grades compared with those who worked in the classroom. Overall, the study suggests that AR can be exploited as an effective learning environment for learning the basic principles of chemistry in home settings.

Published
2023
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2. Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

Author

Aldo Uriarte-Portillo, María-Blanca Ibáñez, Ramón Zataraín-Cabada, and María-Lucía Barrón-Estrada

Subjects
augmented reality, immersion, interactive learning environments, applications in subject areas, Information technology, T58.5-58.64
Abstract

Augmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles.

Published
2022
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3. Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course

Author

María Lucía Barrón, Aldo Uriarte Portillo, Ramón Zatarain Cabada, María Blanca Ibáñez, Ministerio de Economía y Competitividad (España), and Comunidad de Madrid

Subjects
Motivation, Telecomunicaciones, General Computer Science, Learning environment, 05 social sciences, Interactive learning environments, 050301 education, 020207 software engineering, Geometry, Augmented reality, 02 engineering and technology, Academic achievement, Research findings, Education, Applications in subject areas, ComputingMilieux_COMPUTERSANDEDUCATION, 0202 electrical engineering, electronic engineering, information engineering, Declarative learning, Psychology, 0503 education
Abstract

In this paper, the authors show that augmented reality technology has a positive impact on learning-related outcomes of middle-school Mexican students. However, the impact varies depending on whether students were enrolled in public or private schools. The authors designed an augmented reality application for students to practice the basic principles of geometry, and a similar application which encompasses identical learning objectives and content deployed in a Web-based learning environment. A 2 × 2 × 2 factorial design was employed with 93 participants to investigate the effect of type of technology (web, augmented reality), type of school (private, public), and time of assessment (pre, post) on motivation, and declarative learning. The results show that: (1) there is an interactive effect of type of technology, type of school, and time of assessment when students' achievement scores are measured; (2) students using the augmented reality-based learning environments scored higher in post-test than those using the web-based application; (3) the augmented reality learning environment was more learning effective compared with the web-based learning environment in public schools, but not in private schools; (4) there is not an interactive effect of type of technology, type of school and time of assessment when students' motivation is measured; (5) students from private schools reported higher levels of motivation compared with those from public schools when using the augmented reality learning environment. The research findings imply that in Mexico, augmented reality technology can be exploited as an effective learning environment for helping middle-school students from public and private schools to practice the basic principles of Geometry. The work described in this paper is fully supported by a scholarship from CONACYT (Consejo Nacional de Ciencia y Tecnología) in México and a grant from PRODEP. This work was supported in part by the Spanish project EEE CICYT (TIN2011-28308-C03-01), RESET-UC3M: Reformulando Ecosistemas Escalables Educativos under grant no. CICYT (TIN2014-53199-C3-1-R), by the Madrid Regional Government (eMadrid-CM Project under grant no. P2018/TCS-4307) funded by the Agencia Estatal de Investigación (AEI) and Fondo Europeo de Desarrollo Regional (FEDER), and by the Spanish Ministry of Economy and Competiveness (Smartlet project, grant number TIN2017-85179-C3-1-R) funded by the Agencia Estatal de Investigación (AEI) and Fondo Europeo de Desarrollo Regional (FEDER).

Published
2020
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