Didactic Innovation with Augmented Reality for Competencies in Natural Sciences

Abstract

The research evaluated the effectiveness of didactic strategies based on Augmented Reality for developing natural science competencies in sixth-grade students with specific educational needs at Byron Eguiguren School in Loja, Ecuador. The study emerged in response to the concerning decline in academic performance and student participation in natural sciences, a situation that compromised the development of essential scientific competencies. A mixed methodological approach with quasi-experimental design was applied, incorporating control and experimental groups, each consisting of fifteen participants. The instruments used included the TIMSS test adapted for specific educational needs, the CMAC questionnaire to assess motivation, and systematic observational records. The intervention implemented the QuiverVision application in weekly sessions over four consecutive weeks. Results evidenced statistically significant increases in scientific competencies of the experimental group, particularly in conceptual understanding, knowledge application, and scientific skills, accompanied by a notable increase in student motivation. Qualitative analysis revealed substantial improvements in active participation, scientific curiosity, and peer collaboration. Augmented reality proved to be an effective didactic tool that provided beneficial multisensory experiences for diverse learning styles and specific educational needs, surpassing the limitations of conventional methodologies. It was concluded that the adapted curricular integration of this technology, accompanied by specialized teacher training, constitutes a viable strategy for sustainable implementation, promoting truly inclusive pedagogical practices in natural science teaching in specialized education contexts.