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Realidad Aumentada para el Aprendizaje y la Visualizaci?n de Fen?menos en la F?sica del Primer A?o BGU de la U.E. C?sar D?vila

Abstract:

This project analyzes the influence of Augmented Reality (AR) as a didactic strategy for the improvement of the learning process and visualization of physical phenomena, in the first instance a documentary review is conducted to find possible background and indicators that support this research. Then, through a quasi-experimental research (without random sample and with two groups, control and experimental) with a mixed approach (qualitative and quantitative), it is evidenced from the results obtained according to the indicators of academic performance and interest of students in the subject (learning variable) and, the level of thinking and spatial orientation (visualization variable), it is evident from the results obtained according to the indicators of academic performance and the students' interest in the subject (learning variable) and the level of thinking and spatial orientation (visualization variable), that the students of the first year of high school cannot visualize the phenomena within the topic "Newton's Laws", which hinders their learning since it is necessary to use the concepts, formulas and exercises of this subject for new contents; Therefore, it is necessary to implement a technological didactic strategy to improve the understanding of the abstract and theoretical aspects of the contents in the subject of Physics. Then, through the design and implementation of the AR called RA-Double J, an application for cell phones that can be installed via WhatsApp that contains theoretical elements and 3D models for exercises of Newton's Laws, there is evidence of progress in the learning and visualization process of students in the experimental group by increasing their final average and improving their way of writing to define the different laws and thus consolidate their knowledge.