Augmented Reality as a Didactic Alternative in Public Schools in Rural and Semi-Urban Areas in San Quintín and Mexicali, Mexico

Abstract

There is a technological gap between rural and semi urban schools in San Quintín and Mexicali (Baja California, Mexico). The objective of this study was to establish the bases of a pedagogical intervention (using augmented reality) that enabled middle and upper-middle school students there to interact more with their own reality. This study applied the ethnomethodological approach known as action research and problem-based learning, which has a constructivist origin. An augmented reality model was designed to facilitate such intervention, and questionnaires were used to evaluate students’ and teachers’ perceptions of it. Their responses were discussed and analyzed adopting a mixed-methods approach. It was found that, in general, mobile devices are less available in rural schools than in their semi urban counterparts. Students and teachers perceived that the implementation of this didactic intervention fostered disaster prevention and was easy. Most preferred 3D graphic representations in augmented reality, and teachers agreed that it was more motivating to design an augmented reality map because it encouraged participation, reaffirmed values, and promoted learning. Problem-based learning encouraged students to be active subjects who provide solutions, are aware of their participation, and adopt the values of disaster prevention and inclusion.