Desarrollo de apps de realidad virtual y aumentada para enseñanza de idiomas: un estudio de caso
DOI:
https://doi.org/10.5944/ried.27.1.37668Palavras-chave:
tecnología de la educación, nuevas tecnologías, ética, enseñanza de idiomas, estudios universitarios, estudio de casoResumo
Los avances tecnológicos de las últimas décadas y su creciente accesibilidad, suponen para los docentes un reto permanente. El presente trabajo se basa en nuestra propia experiencia con el uso de herramientas digitales para la enseñanza de idiomas, concretamente para el alemán como lengua extranjera. Se muestra cómo hemos respondido a las tendencias digitales de los últimos años en el ámbito educativo, incorporando progresivamente recursos tecnológicos para facilitar a nuestros estudiantes la adquisición de conocimientos y destrezas lingüísticas. Integrar estos recursos, sin tener conocimientos de programación y sin el constante apoyo de personal informático, nos ha llevado a explorar y usar herramientas de desarrollo, convirtiéndonos de usuarios de las tecnologías en desarrolladores de nuestras propias apps de Realidad Virtual (RV) y Realidad Aumentada (RA). En este contexto, se presenta un caso de estudio llevado a cabo con 72 estudiantes universitarios, en el que se analiza y compara el potencial educativo y motivador de dos apps creadas recientemente por los autores de este artículo con CoSpaces y ARTutor. Como instrumento de investigación se utilizó un cuestionario basado en el Technology Acceptance Model de Davis (1989), realizando con SPSS V27 un análisis estadístico de la información obtenida. Los resultados manifiestan la idoneidad y el enorme potencial de las apps desarrolladas, no existiendo entre ellas diferencias significativas con respecto a la utilidad o al potencial motivador (Test de Wilcoxon). El uso prolongado de estas apps nos permitirá analizar su impacto frente a otros recursos y diseñar las posibles mejoras.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/37668/28018
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