AUGMENTED DIDACTIC: AN INTERDISCIPLINARY APPROACH TO ASSESSING AUGMENTED REALITY IN LEARNING

Abstract

Augmented reality (AR) is a ground-breaking technology through which virtual elements, created with the help of computers or other devices, are inserted into a real environment, through a process of information overlapping that allows users to interact in real time with context-sensitive virtual information objects (Di Martino,2019). AR in didactics helps students to understand material and contents being studied, by facilitating their learning (Yildirn, 2018). AR helps students engage in learning contexts that become authentic real-world explorations by facilitating the observation of events that cannot be easily observed with the naked eye (Wu et al., 2013). This quantitative experimental research uses both conventional qr codes to support university teaching and innovative use of ArUco markers that allows student to view directly on their devices different manipulable models, whose purpose is to facilitate the inspection of what is represented. Specifically, we investigate the use of AR as a facilitator for the understanding of concrete concepts and inherently difficult-to-learn subjects belonging to faculties of humanities and technology. The added value of the research is the accessibility of the facilitator that is proposed with the use of a common smartphone. For a quantitative estimation of the effectiveness of the proposed method, a control group subjected to frontal teaching and an experimental group subjected to AR teaching will be evaluated.