Carlos Lázaro Carrascosa;Irene Palomero Ylardia;Maximiliano Paredes-Velasco;María del Carmen Navarro García-Suelto
{"title":"Game-Based Learning With Augmented Reality for History Education","authors":"Carlos Lázaro Carrascosa;Irene Palomero Ylardia;Maximiliano Paredes-Velasco;María del Carmen Navarro García-Suelto","doi":"10.1109/RITA.2024.3368348","DOIUrl":null,"url":null,"abstract":"One of the fundamental aspects of history teaching is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This article describes an experience with Primary and Secondary students using Augmented Reality with gamification in timeline activities to learn a course of History. The results show that there was improvement in learning in several aspects: chronologically situate several events in relation to BC and AD, relate different historical events to ages in History, and sort important historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.","PeriodicalId":38963,"journal":{"name":"Revista Iberoamericana de Tecnologias del Aprendizaje","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Iberoamericana de Tecnologias del Aprendizaje","FirstCategoryId":"1085","ListUrlMain":"https://ieeexplore.ieee.org/document/10440603/","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
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Abstract
One of the fundamental aspects of history teaching is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This article describes an experience with Primary and Secondary students using Augmented Reality with gamification in timeline activities to learn a course of History. The results show that there was improvement in learning in several aspects: chronologically situate several events in relation to BC and AD, relate different historical events to ages in History, and sort important historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.
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