Abstract
The augmented reality is presented as an opportunity to help understand students with attention problems. The objective of this research is to determine the incidence of augmented reality with academic performance and the satisfaction of learning 3D (Third dimension) balance in the training project of Vector Mechanics of the Industrial Engineering career at the Indoamerica Technological University. The problem identified in this investigation was the loss of interest in students when solving problems with three-dimensional systems, unfortunately the textbooks present their printed diagrams in two dimensions, which means, the student cannot locate himself correctly in the system, making errors in his analysis and calculations. This research has a quantitative approach with a positivist and socioformative paradigm. The applied methodology obeys to create didactic material of three-dimensional systems with Computer-Aided Design (CAD), and presented in augmented reality with collaborative work of the students. We used the Pearson's correlation analysis to verify the correlation, obtaining a low coefficient of 0.204 between the variables analyzed. As a result, the hypothesis “The use of augmented reality relates academic performance with the satisfaction of learning Equilibrium 3D in students” was verified.
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Lara-Calle, A., Cruz, J., Mejía, N. (2022). Augmented Reality and 3D Balance Learning. In: Stephanidis, C., Antona, M., Ntoa, S., Salvendy, G. (eds) HCI International 2022 – Late Breaking Posters. HCII 2022. Communications in Computer and Information Science, vol 1654. Springer, Cham. https://doi.org/10.1007/978-3-031-19679-9_69
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