Augmented reality as a teaching strategy in teaching practice and its impact on learning processes
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Abstract
This research seeks to analyze augmented reality as a didactic strategy in teaching practice and its impact on the learning processes of fifth-grade students at the San Pablo Educational Institution in the municipality of Pueblo Rico, Risaralda.
Thus, based on good pedagogical practices in the classroom, the aim is to systematize them as significant experiences that lead to the effective use of new techniques, including, in some cases, ICT as didactic tools. Therefore, it is emphasized that, given the different social phenomena, and especially those of an educational nature, it is necessary to create innovative strategies that allow for a more relevant, effective, and efficient approach in different contexts, leading to improved results throughout the organization.
Pedagogical practices materialize in a meaningful experience, according to the Ministry of National Education (MEN): “a meaningful experience is a concrete practice (program, project, activity) that arises from analyzing the context within an educational setting, with the aim of identifying learning through a series of actions.” This experience is continuously refined through critical and transformative self-reflection, addressing the needs of the context, which allows for the prior identification of key factors and variables to generate a positive impact on the quality of life of the educational community. Therefore, this study proposes to analyze the teaching and learning processes that arise from exploring the impact of artificial intelligence on education and how it has transformed the way students acquire knowledge, teacher instruction, and how educational systems are implemented.
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