UNDERSTANDING MIXED REALITY KNOWLEDGE AMONG LATIN AMERICAN SECONDARY EDUCATION TEACHERS
Verónica Marín
Strony: 174-182
Opublikowano: 20 Oct 2023
DOI: 10.62991/EA1996134789
Wyświetlenia: 1,317
Pobrania: 89
Streszczenie: The development of emergent technologies is a fact that is no longer questioned, but this is not the case when it comes to the views, beliefs, and knowledge of educators about them. Through an ex post facto method, the aim of the present study is to determine the current knowledge of a group of Mexican and Dominican Republic teachers about Mixed Reality. Through the use of a questionnaire as the data collection instrument, and with a sample of 380 subjects, it was determined that age and the country of origin did not determine the pedagogical or technological knowledge associated with Mixed Reality. Likewise, it was observed that men had a greater knowledge about the portals where this technology could be found, as well as the devices needed to be able to implement it in the classroom. For this, we must conclude that Secondary School teachers from Mexico and the Dominican Republic need more training on this digital resource, with respect to its use in the development of their curricular content.
Słowa kluczowe: virtual reality, augmented reality, mixed reality, training, teacher, secondary education
Cytowanie artykułu: Verónica Marín. UNDERSTANDING MIXED REALITY KNOWLEDGE AMONG LATIN AMERICAN SECONDARY EDUCATION TEACHERS. Journal of International Scientific Publications: Educational Alternatives 21, 174-182 (2023). https://doi.org/10.62991/EA1996134789
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