Augmented Reality as a Didactic Technique in the Teaching of Calculus Topics in Higher Education. Case Study
Abstract
In this document, a quasi-experimental study is presented which was designed to measure the impact of augmented reality on the teaching-learning process involving accounting majors from the Jerez Campus of the Mexican higher education institution Tecnológico Nacional de México. A control group and an experimental group were formed with students enrolled in the same Differential and Integral Calculus subject. An augmented reality app was used with the experimental group as a support teaching tool, while with the control group the lessons were carried out in a traditional fashion. The Mann-Whitney-Wilcoxon nonparametric test was used to show if there were any difference in academic performance between the groups. The results show that there is no difference whether augmented reality is used as a support teaching tool or classes are taught in a traditional fashion. However, the students who used augmented reality considered that it helped them to keep focused throughout the course, and that it likewise awakened or increased their interest on the subject.
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