Contribution of Augmented Reality in Teaching and Learning, in the Midst of COVID-19: Systematic Review

The state of emergency declared in many countries due to the pandemic led universities to consider the incursion of technological tools to give continuity to the teaching and learning process;therefore it is significant to explore results regarding the application of augmented reality (AR) in education. The objective of the research is to generate knowledge from the systematic review of the literature framed in the context of virtual teaching in the midst of COVID-19. A bibliographic review was carried out under a mixed approach, exploratory and descriptive level. The findings showed that the application of AR in learning is not exclusive to any engineering specialty, but, on the contrary, it is versatile and adapts to various curricular contents;Also, the way in which augmented reality is applied is more focused on the use of mobile augmented reality (mobile AR) technology with markerless activation. In addition, it was identified that the factors that were analysed to demonstrate the contribution of AR were: the effectiveness of learning, the predisposition to use AR and the motivation generated by AR. With which it can be concluded that AR in this context has managed to position itself as a learning resource that goes beyond a tool linked to a virtual classroom, since it allows the student to transcend towards immersion in environments with high contextual fidelity. Future research should address which factors influence the improvement of mobile AR activation sensitivity, in different contexts. © Authors.

Feedback as a Strategy for the Systematization of Good Practices in Practicing Teachers

Educational feedback allows the open expression of opinions, judgments, recommendations, etc., about the teaching process to correct errors and weaknesses;affirm successes and strengths, while allowing the development of better skills in practicing teachers during daily interaction with their students. Therefore, this research is carried out with the aim of demonstrating the influence of feedback in the systematization of successful educational practices that are carried out at a distance due to the COVID-19 pandemic. The sample consisted of 50 students from two different sections (25 for the control group and 25 for the experimental group) of the ninth cycle of the Early Childhood specialty of the Faculty of Initial Education (FEI) of a Public University. For the data collection, an ad hoc educational experience or good practice systematization file was prepared, which evaluates the pedagogical development in four aspects of the practice: objectives, processes, results, and achievements. The results revealed that the more presence the feedback has, the better the results in the elaboration of the systematization of the educational experience. It is concluded, therefore, that remote feedback is a viable strategy to achieve academic purposes that involve developing more complex cognitive activities by university students. © 2022, Universidad del Zulia. All rights reserved.

Perception of teaching performance in the virtual learning environment

This article aims to analyze the perception of the students of the professional school of business administration about the teaching performance in the virtual learning environment during the COVID-19 pandemic. When developing the research, it was determined that there is a good teaching performance, according to the perception of the students. However, it was identified that the factors of domain of the topic and class session management, present a better perception in this context of virtual learning;while the didactic strategies factor is the one that presents a not so favorable perception. In addition, through a comparative analysis, it was determined that the didactic strategies and planning factors have suffered a negative variation with respect to the perception per teacher, when moving from face-to-face to virtual learning, since, of the total of 17 specialty teachers, seven of them one negative variation. These results are validated by the linear regression test, where an R2 value of 0.965 is calculated, with respect to the didactic strategies factor. It means that this factor influences 96.5% on the perception of students with the global factor and an R2 value of 0.921 for the planning factor, which indicates an influence of 92.1%. © 2021, Institute of Advanced Engineering and Science. All rights reserved.

Distance Education and Student Satisfaction Regarding the Pedagogical Support Services Provided in Virtual Teaching-learning Environments

The objective of this article is to know the satisfaction of students with online pedagogical support services, generated by the context of distance education due to the COVID-19 pandemic, which have been provided with various technological tools. During the development of the research, it was determined that there is a satisfaction with the pedagogical support of 61.2%, being the indicators of health services and welfare university, those that present the highest satisfaction both with 62.3%, on the other hand, are the indicators registrations and license plates, and psychopedagogical services those that present a greater dissatisfaction of 32.7 and 32.2, respectively. Although the pedagogical support provided by the university must continue to be improved, a slight improvement has been determined with the previous semester in which the adaptation of online services began, since dissatisfaction on the part of students decreased by 9.18%.