Aprendizaje del inglés apoyado por la realidad aumentada en población vulnerable
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Universidad Santo Tomás seccional Bucaramanga
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El presente artículo de investigación tiene como objetivo determinar los progresos en inglés mediante el desarrollo de una secuencia didáctica fundamentada en la tecnología de realidad aumentada para estudiantes en condiciones de vulnerabilidad de una institución educativa de Bucaramanga en 2021. La investigación llevada a cabo se pasó en el modelo cualitativo bajo la modalidad investigación- acción. Se seleccionaron dos grupos de grado noveno (65 estudiantes) cuyas características socioculturales se enmarcan dentro de la vulnerabilidad social. Se utilizó el modelo McKernan como ruta para la realización de la investigación (Diagnóstico, Diseño e intervención y Evaluación). Primero, Se realizó un análisis del nivel de inglés, el cual reveló el nivel insuficiente, en tanto competencias lingüísticas, semánticas y pragmáticas. Posteriormente, se realizó un cuestionario de necesidades hacia el aprendizaje para determinar las preferencias en términos pedagógicos y didácticos de los grupos. Enseguida, se caracterizó la muestra, para diseñar e implementar una secuencia didáctica fundamentada en la realidad aumentada. Se realizó un test de salida para determinar avances de los desempeños. Se evidencia mejoría de los estudiantes en cada uno de los niveles de desempeño, con cifras de progreso del nivel avanzado representadas en los porcentajes 4 a 12% y 0 a 12% respectivamente para los grupos A y B. Se concluye que una secuencia didáctica apoyada por la realidad aumentada tiene un impacto positivo sobre el aprendizaje de los estudiantes en condiciones de vulnerabilidad ya que fomenta la motivación como punto de partida para que los estudiantes alcancen su máximo potencial, construyendo saberes o aprendizajes mediante la interacción social.
This study aims at determining English performance through a didactic sequence focused on augmented reality technology for vulnerable students from an educational institution in Bucaramanga, Colombia in 2021. The research is qualitative under the research-action modality. Two ninth grade groups (65 students) were chosen whose socio-cultural features are framed among social vulnerability. The McKernan model was used as a route to carry out the research (Diagnosis, Design and intervention and Evaluation). First, an analysis of the level of English was effectuated, revealing the insufficient level, in terms of linguistic, semantic and pragmatic skills. Subsequently, a learning needs questionnaire was conducted to determine the groups' preferences in pedagogical and didactic terms. Next, the sample is characterized, to design and implement a didactic sequence drew on augmented reality. A pos-test was effectuated to determine performance improvements. There is evidence of improvement in the students in each of the performance levels, with advanced level progress figures described in the percentages 4 to 12% and 0 to 12% respectively for groups A and B. It is concluded that a didactic sequence supported by augmented reality has a positive impact on the learning of students in conditions of vulnerability since it promotes motivation as a starting point for students to reach their full potential, building knowledge or learning through social interaction.
This study aims at determining English performance through a didactic sequence focused on augmented reality technology for vulnerable students from an educational institution in Bucaramanga, Colombia in 2021. The research is qualitative under the research-action modality. Two ninth grade groups (65 students) were chosen whose socio-cultural features are framed among social vulnerability. The McKernan model was used as a route to carry out the research (Diagnosis, Design and intervention and Evaluation). First, an analysis of the level of English was effectuated, revealing the insufficient level, in terms of linguistic, semantic and pragmatic skills. Subsequently, a learning needs questionnaire was conducted to determine the groups' preferences in pedagogical and didactic terms. Next, the sample is characterized, to design and implement a didactic sequence drew on augmented reality. A pos-test was effectuated to determine performance improvements. There is evidence of improvement in the students in each of the performance levels, with advanced level progress figures described in the percentages 4 to 12% and 0 to 12% respectively for groups A and B. It is concluded that a didactic sequence supported by augmented reality has a positive impact on the learning of students in conditions of vulnerability since it promotes motivation as a starting point for students to reach their full potential, building knowledge or learning through social interaction.
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Learning, English, Technology, Didactics, Pedagogical innovation, Aprendizaje, Inglés, Tecnología, Didáctica, Innovación pedagógica
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Derechos de autor 2022 Espiral, Revista de Docencia e Investigación