Mobile devices and augmented reality in the learning process of university students

• Main Authors: Julio Cabero Alemanra, Barbara Fernández Róbles, Verónica Marín Díaz
• Format: Article
• Language: English
• Published: Asociación Iberoamericana de Educación Superior y a Distancia (AIESAD) 2017-03-01
• Series: RIED: Revista Iberoamericana de Educación a Distancia
• Subjects: tecnologías de la información y la comunicación; método de enseñanza; educación a distancia; telecomunicación.
• Online Access: http://revistas.uned.es/index.php/ried/article/view/17245
• ISSN: 1138-2783; 1390-3306

Augmented Reality is an emerging technology having more and more influence on teaching. Together with it, mobile technology is drawn as one of the most effective pairing to support a meaningful and omnipresent learning. However, for it to be able to work with validity, the student must be motivated to use them during the training process, so that the learning process can work with validity. By means of the application of the Instructional Material Motivational Survey by Keller (1983), we have tried to determine the degree of motivation that students, from the Degree of Pedagogy at Seville University (N=148), have about the usage in the  classroom of notes enriched through Augmented Reality and available in mobile devices. Through an application designed exclusively for the subject, it has been valued in a positive way by the students who participate in this research. Moreover, we can highlight that the main finding achieved has been the narrow relationship between the students' motivation to use the enriched notes and the degree of success in the subject when using them. Likewise, we can confirm that Augmented Reality benefits the learning process. Therefore, we conclude the validity and viability of such a paring related to the achievement of an improvement in the students' learning results.