Decreasing Failure in Programming Subject with Augmented Reality Tool
University education, it has considered using technology application to motivate and increase performance and student achievement in their learning units. As our knowledge, the academic world is excluded from these initiatives; the use of emerging technology in education has begun introducing it of...
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| Veröffentlicht in: | Procedia computer science Jg. 75; S. 221 - 225 |
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| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
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Elsevier B.V
2015
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| ISSN: | 1877-0509, 1877-0509 |
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| Abstract | University education, it has considered using technology application to motivate and increase performance and student achievement in their learning units. As our knowledge, the academic world is excluded from these initiatives; the use of emerging technology in education has begun introducing it of Augmented Reality in some of their disciplines. However, the knowledge and application of this technology in teaching are minimal. Augmented reality and game theory promote research among students. This methodology has been used before in order to capture the interest, attention, and learning when the students are motivated [1]. This article shows mainly as the failure rate has decreased by 50% in the subject of structured programming, thanks to the learning activities undertaken with an augmented reality tool based on the principles of game theory. This application has supported the performance and motivation among students and has influenced to continue with the rest of the course and they may continue their studies by not failing their school year and their career. |
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| AbstractList | University education, it has considered using technology application to motivate and increase performance and student achievement in their learning units. As our knowledge, the academic world is excluded from these initiatives; the use of emerging technology in education has begun introducing it of Augmented Reality in some of their disciplines. However, the knowledge and application of this technology in teaching are minimal. Augmented reality and game theory promote research among students. This methodology has been used before in order to capture the interest, attention, and learning when the students are motivated [1]. This article shows mainly as the failure rate has decreased by 50% in the subject of structured programming, thanks to the learning activities undertaken with an augmented reality tool based on the principles of game theory. This application has supported the performance and motivation among students and has influenced to continue with the rest of the course and they may continue their studies by not failing their school year and their career. |
| Author | Martinez, Raquel Del Bosque, Laura Torres, Jose Luis |
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| Keywords | academic failure ;academic progress application Augmented reality |
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| References_xml | – reference: Jenkins H. Game theory. How should we teach kids Newtonian physics? Simple. Play computer games. 2002. MIT Technology Review. Retrieved from: http://www.technologyreview.com/news/401394/game-theory/. – reference: Secretaría de Educación Pública. – reference: Squire K. Barab S. Replaying history: engaging urban underserved students in learning world history through computer simulation games. In – reference: Gee JP. What video games have to teach us about learning and literacy. – reference: Bergin S, Reilly R. The influence of motivation and comfort-level on learning to program. In: – reference: 2003; 1 (1): 20-20. – reference: Didrikson-Takayanagui A. La universidad del futuro: relaciones entre la educación superior, la ciencia y la tecnología. México:UNAM, 2000. – reference: Basogain XO. Realidad Aumentada en la Educación: una tecnología emergente. 2010. – reference: . – reference: Schrier K. Using augmented reality games to teach 21st century skills – reference: . 2005; pp. 293-304. – reference: 2006, p.15. – reference: (2001-2006). México: Banco de México. – reference: In – reference: pp. 505-512. – reference: Ramírez MP, Ontiveros-Hernández NJ. Realidad virtual como una herramienta de aprendizaje integral. Boletín IIE Realidad Virtual:Presente y futuro 2011; 35(3):132-140. Available on: http://www.iie.org.mx/boletin032011/biie-03-2011.pdf#page=38. – volume: 39 start-page: 5 year: 2006 ident: bib0020 article-title: Una reflexión sobre la reprobación escolar en la educación superior como fenómeno social publication-title: Revista Iberoamericana de Educación – reference: , International Society of the Learning Sciences. – volume: 39 start-page: 5 issue: 7 year: 2006 ident: 10.1016/j.procs.2015.12.241_bib0020 article-title: Una reflexión sobre la reprobación escolar en la educación superior como fenómeno social publication-title: Revista Iberoamericana de Educación – ident: 10.1016/j.procs.2015.12.241_bib0010 – ident: 10.1016/j.procs.2015.12.241_bib0035 doi: 10.1145/1179295.1179311 – ident: 10.1016/j.procs.2015.12.241_bib0045 – ident: 10.1016/j.procs.2015.12.241_bib0025 – ident: 10.1016/j.procs.2015.12.241_bib0040 doi: 10.1145/950566.950595 – ident: 10.1016/j.procs.2015.12.241_bib0050 – ident: 10.1016/j.procs.2015.12.241_bib0005 – ident: 10.1016/j.procs.2015.12.241_bib0030 – ident: 10.1016/j.procs.2015.12.241_bib0015 |
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| Title | Decreasing Failure in Programming Subject with Augmented Reality Tool |
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