Resumo

ENCARNACION DE JESUS, Laura  e  AYALA RAMIREZ, Suhey. Didactic Strategies Through Mixed Reality, for Theoretical-Practical Learning in High School Students. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2021, vol.11, n.22, e057.  Epub 20-Set-2021. ISSN 2007-7467.  https://doi.org/10.23913/ride.v11i22.922.

Due to its characteristics, mixed reality (MR) is a promising technology within the education sector. The objective of this research was to evaluate the influence that MR has on the theoretical-practical learning of high school students. The study approach was mixed. It was supported by a pre-test and post-test to evaluate specific learning of hardware architecture. Likewise, it relied on the Creator AVR and PC Building applications. To evaluate the influence of MR, the technology acceptance model (TAM) was used, which assesses ease, usability, and utility. As a general result, 79.2 % of theoretical-practical knowledge was obtained. In utility 87 %, 69 % of usability, and 65 % in ease of use were obtained. The study allowed us to observe that the use of MR can support students' theoretical-practical learning.

Palavras-chave : practical learning; augmented reality; virtual reality; disruptive technologies.

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