@misc{10481/63151,
year = {2020},
month = {5},
url = {http://hdl.handle.net/10481/63151},
abstract = {Recently, there has been a proliferation of technopedagogical practices, based on
the application of active teaching and learning processes through the use of information and
communication technologies (ICT). The main objective of this work is to analyse the impact of training
action through the use of augmented reality in physical education for the development and acquisition
of spatial orientation, as opposed to more traditional training based on the exhibition method. The
methodology developed is quantitative, through a quasi-experimental design post-test in 140 high
school students in the field of physical education. The results indicate that all of the dimensions show
a very high, significant relationship. The greatest difference in average is observed in motivation. In
contrast, the smallest difference, although significant, is observed in the grades given by the teachers
themselves. It can be concluded that the method of teaching through augmented reality is effective in
teaching high school students in the subject of physical education, especially for the acquisition of
spatially oriented content.},
organization = {Corporacion Escuela Tecnologica del Oriente 	
ISPRS-2017-7202},
organization = {Secretariat of Education of Santander 	
ISPRS-2017-7202},
organization = {AreA HUM/672 Research Group of the University of Granada 	
ISPRS-2017-7202},
publisher = {MDPI},
keywords = {Augmented Reality},
keywords = {Physical Education},
keywords = {Teaching innovation},
keywords = {Classroom climate},
keywords = {Motivation},
title = {Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom},
doi = {10.3390/ijerph17103637},
author = {Moreno Guerrero, Antonio José and Alonso García, Santiago and Ramos Navas-Parejo, Magdalena and Campos Soto, María Natalia and Gómez García, Gerardo},
}