Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping
Santiago Criollo-C, Andrea Guerrero-Arias, Javier Guaña-Moya, Agariadne Dwinggo Samala, Sergio Luján-Mora
Sustainability, 16(3), p. 1-14, 2024. ISSN: 2071-1050. https://doi.org/10.3390/su16031192
(SUSTAIN'24)
Revista / Journal
Resumen
Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc.