Augmented reality as a pedagogical strategy on geometric figures modeling

Abstract

This study is intended to evaluate the effects of the use of digital tools toward an augmented reality application called Geometry RA, on seventh graders from Tecnico Dámaso Zapata High School. In adition, it seeks to justify a pedagogical strategy that helps in the reasoning and interpretation of problem situations based on the modeling of three-dimensional figures. Thus, the study was applied in two groups: one experimental and one control, where the first of them embraced the methodology consisting of the study and modeling of geometric figures in 3D, magnified by RA Geometry, while the group of control was exposed to a traditional teaching. At the beginning and end of the experiment, both groups were evaluated through a written test consisting of a Pre Test-Post Test and a survey that validated the implementation of the proposal. The results suggest that the use of augmented reality in the teaching-learning processes had effects on the strengthening of interpretive competences that led to a better reasoning of geometric problem situations, the improvement of the analysis processes and the incidence of it in the change of attitude towards new learning techniques.