Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs

María Graciela Badilla-Quintana, Eileen Sepulveda-Valenzuela and Margarita Salazar Arias
Additional contact information
María Graciela Badilla-Quintana: Centro de Investigación en Educación y Desarrollo, CIEDE-UCSC, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile
Eileen Sepulveda-Valenzuela: School of Education, University of Bristol, Bristol BS8 1JA, UK
Margarita Salazar Arias: Facultad de Educación, Universidad Católica de la Santísima Concepción, 4090541 Concepción, Chile

Sustainability, 2020, vol. 12, issue 19, 1-20

Abstract: Virtual reality has impacted education, where progressively more educational institutions consider its inclusion. The research problem derives from the need to study the educational possibilities provided by integrating augmented reality into the curriculum, and its effect on academic achievement in a diverse class, specifically in the chemistry subject. This study examines 60 school-age participants with andwithout special educational needs, and addresses three overarching questions: (a)Would integrating augmented reality (AR) technology result in better academic achievement? (b)Would knowledge be retained longer by using AR? (c) Is there any relationship between academic achievement, acceptance and motivation regarding the use of this technology? Embracing the socio-constructivist theory of learning and collaborative and immersive learning as a framework, this study was carried out using a quantitative approach and a pre-experimental design. The AR VR Molecules Editor application was used in chemistry lessons. Main results showed significant immediate academic achievement and content retention. Despite classroom diversity, immersive technologies enhance students’ learning regardless of whether they have special educational needs (SEN) or not. They also acknowledge that AR is a suitable sustainable technology that may foster social and cognitive justice and inclusive education, and train students that are equally prepared for the dynamic future.

Keywords: inclusive education; academic achievement; augmented reality; sustainable technologies; knowledge retention; chemistry learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/19/8116/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/19/8116/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:19:p:8116-:d:422633

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().