Desarrollo de apps de realidad virtual y aumentada para enseñanza de idiomas: un estudio de caso

Concepción Valero Franco; Anke Berns

Ayuda

Desarrollo de apps de realidad virtual y aumentada para enseñanza de idiomas: un estudio de caso

Concepción Valero-Franco ^[1] ; Anke Berns ^[1]
1. [1] Universidad de Cádiz
  
  Universidad de Cádiz
  
  Cádiz, España
Localización: RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 27, Nº 1, 2024 (Ejemplar dedicado a: Tendencias en la Educación Digital), págs. 163-185
Idioma: español
DOI: 10.5944/ried.27.1.37668
Títulos paralelos:
- Development of virtual and augmented reality apps for language teaching: a case study
Enlaces
- Texto completo
Resumen
- español
  Los avances tecnológicos de las últimas décadas y su creciente accesibilidad, suponen para los docentes un reto permanente. El presente trabajo se basa en nuestra propia experiencia con el uso de herramientas digitales para la enseñanza de idiomas, concretamente para el alemán como lengua extranjera. Se muestra cómo hemos respondido a las tendencias digitales de los últimos años en el ámbito educativo, incorporando progresivamente recursos tecnológicos para facilitar a nuestros estudiantes la adquisición de conocimientos y destrezas lingüísticas. Integrar estos recursos, sin tener conocimientos de programación y sin el constante apoyo de personal informático, nos ha llevado a explorar y usar herramientas de desarrollo, convirtiéndonos de usuarios de las tecnologías en desarrolladores de nuestras propias apps de Realidad Virtual (RV) y Realidad Aumentada (RA). En este contexto, se presenta un caso de estudio llevado a cabo con 72 estudiantes universitarios, en el que se analiza y compara el potencial educativo y motivador de dos apps creadas recientemente por los autores de este artículo con CoSpaces y ARTutor. Como instrumento de investigación se utilizó un cuestionario basado en el Technology Acceptance Model de Davis (1989), realizando con SPSS V27 un análisis estadístico de la información obtenida. Los resultados manifiestan la idoneidad y el enorme potencial de las apps desarrolladas, no existiendo entre ellas diferencias significativas con respecto a la utilidad o al potencial motivador (Test de Wilcoxon). El uso prolongado de estas apps nos permitirá analizar su impacto frente a otros recursos y diseñar las posibles mejoras.
- English
  Technological advances in recent decades and their increasing accessibility pose a constant challenge to teachers. This paper is based on our experience of using digital tools in language teaching, with a particular focus on German as a foreign language. The paper illustrates how we have responded to digital trends in education by gradually incorporating technological resources to facilitate students’ acquisition of language knowledge and skills. In addition, the need to integrate such resources without having specific programming skills and without depending on the support of information technology (IT) staff encouraged us to explore and use development tools, turning us from technology users into developers of our own virtual (VR) and augmented reality (AR) apps. In this context, a case study of 72 university students is presented. The study analyses and compares the educational and motivational potential of the two apps developed by the authors using CoSpaces and ARTutor. The research instrument used was a questionnaire based on the technology acceptance model by Davis (1989), and the results were statistically analysed using SPSS V27. The results of the Wilcoxon test show the suitability and great potential of the developed apps, with no significant differences between them in terms of usefulness or motivational potential. The long-term use of these apps will allow us to analyse their impact compared to other resources, leading to the design of possible improvements
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