EDUCATIONAL INNOVATION THROUGH AUGMENTED REALITY FOR THE UNDERSTANDING OF ABSTRACT CONCEPTS IN ENGINEERING.
DOI:
https://doi.org/10.56067/k6xsjg15Keywords:
Augmented reality, educational innovation, abstract concepts, engineering educationAbstract
Augmented reality (AR) has become established as an innovative strategy in higher education, especially in contexts where understanding abstract concepts presents a challenge for students. In engineering education, introductory courses related to programming often exhibit high levels of conceptual complexity, impacting academic performance. In this context, the objective of this study was to design and implement augmented reality-based educational experiences using the CoSpaces Edu platform to enhance the understanding of abstract concepts in first-year Computer Engineering students. The study employed a descriptive and mixed-methods approach, administering a pre-test and post-test to a sample of twenty students selected through purposive non-probability sampling. Data was collected using surveys and Likert-type scales to assess conceptual understanding, motivation, and perceived ease of use before and after the AR experience. The designed experiences represented augmented reality visual analogies of the if, while, and for control structures. The results show a significant improvement in content comprehension, with the overall average increasing from 3.33 to 4.20 points. Likewise, an increase in motivation levels was observed, rising from 2.8 to 3.8 points, along with a high rating for the tool's ease of use, averaging 4.15 out of 5. It is concluded that augmented reality is an effective teaching tool for abstract concepts in engineering education, contributing to a more visual, meaningful, and motivating learning experience.
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Copyright (c) 2026 María del Carmen Escobar González, Víctor Manuel Melgarejo Riveros, Anabel Luz Escobar González, Héctor Ramiro Estigarribia Barreto
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