La realidad aumentada como herramienta para mejorar el aprendizaje de vectores en el plano en 2do de BGU de la U.E Luis Cordero.

Abstract

The objective of this research is to improve the learning of vectors in the plane by implementing augmented reality in the second year of Basic General Education (BGU) at the Luis Cordero Educational Unit. In this sense, it is based on the theoretical and methodological contributions of Rivadulla and Rodríguez (2020), as well as Otzen and Manterola (2017), to establish specific indicators for operationalization. Furthermore, it was carried out under a socio-critical paradigm, using a mixed approach that integrated qualitative and quantitative methods. A quasi-experimental design was implemented that allowed evaluating the impact of augmented reality by comparing the experimental group with the control group. Purposive sampling was applied in two specific courses. There are various difficulties, among which the difficulty in differentiating between scalar and vector magnitudes stands out, as well as problems in calculating the magnitude, direction and angle between two vectors, among others. To address these difficulties, augmented reality was used as a reinforcement tool, through the CoSpaces Edu platform, students worked both individually and collaboratively. The results demonstrate success in the implementation of augmented reality. During the pretest, they reached 5.92, with dispersion and low median, while in the post-test they reached 8.79, concentrated in the high range. The Hake factor index shows a significant learning gain in the experimental group. Furthermore, the satisfaction survey supports these findings, showing that the majority of students were satisfied.