Antonio Jesús Amores Valencia, D. Burgos, J. Branch
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引用次数: 1
Abstract
Augmented Reality (AR) is a technology that is gaining a greater prominence in schools and universities in recent years. For this reason, it is necessary to know the scientific production on this technological resource based on the gender influence shown by the students. The objective of this research is to analyze the repercussion that the gender of the students presents with the use of Augmented Reality in different educational stages, in the Scopus and Web of Science (WoS) databases. To do this, a systematic review of the literature was carried out using the Kitchenham protocol, analysing a total of 66 articles published between 2017 and 2021. The main findings show that gender presents an important significant difference in relation to student motivation. However, there are no relevant or considerable differences regarding the acceptance and acquisition of knowledge.
增强现实(AR)是近年来在学校和大学中越来越受重视的一项技术。因此，有必要根据学生表现出的性别影响来了解这种技术资源的科学产出。本研究的目的是分析在Scopus和Web of Science (WoS)数据库中，在不同的教育阶段使用增强现实技术对学生性别的影响。为此，使用Kitchenham协议对文献进行了系统回顾，分析了2017年至2021年间发表的66篇文章。主要研究结果表明，性别在学生学习动机方面存在显著差异。然而，在接受和获取知识方面没有相关的或相当大的差异。
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