Análisis de la geolocalización y realidad aumentada en dispositivos móviles, propuestas socio-educativas relacionadas con el entorno y las salidas de campo

  1. Javier Fombona Cadavieco 1
  2. María Elena Del Valle Mejías 345
  3. Esteban Vázquez-Cano 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  3. 3 Universidad Pedagógica Experimental Libertador
    info

    Universidad Pedagógica Experimental Libertador

    Rubio, Venezuela

    ROR https://ror.org/05xc4qj60

  4. 4 Universidad Metropolitana de Caracas
  5. 5 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Show affiliations +
Journal:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Year of publication: 2018

Volume: 22

Issue: 4

Pages: 197-222

Type: Article

DOI: 10.30827/PROFESORADO.V22I4.8413 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Profesorado: Revista de curriculum y formación del profesorado

Abstract

From an international point of view, this research explores the high spread and potential of mobile digital devices around the educational context. So the scientific community must suggest social and educational utilities outside the commercial interests. This paper analyzes the mobile devices' utilities and explores its possibilities based on Geolocation and Augmented Reality. This technology allows obtaining object environmental data at any time by combining digital information about an image and place. A sample of 532 augmented reality applications was categorized into 4 groups: 301 in Android and 231 in IOS. This categorization will also help to clarify the multiple applications' functionalities and to use the information in a more effective way. The analysis is based on a descriptive approach and it categorizes the technological options by refining concept groups and profits. Finally, several teachers’ discussion groups describe a series of possibilities for educational application of these technologies.

Bibliographic References

  • Ahonen, T. y Moore, A. (2013).Communities dominate brands: business y marketing challenges for the 21st century, Hardback: Business and Marketing Challenges for the 21st Century. Londres: Futuretext.
  • Appsbrain (2015).Number of Android Applications.Disponible en: http://www.appbrain.com/stats/number-of-android-apps
  • Cawood, S. y Fiala, M. (2008). Reality Augmented: A practical guide.The pragmatic Bookshelf-Stienberg, EBook.
  • CISCO (2012).Connected World Technology Report.San Jose: EE.UU. Disponible en: http://www.cisco.com/en/US/netsol/ns1120/index.html
  • CISCO (2013).Cisco Visual Networking Index: Global Mobile Data Traffic Forecast. Disponible en: http://goo.gl/hDJ5g7
  • Cupertino. (2015). App Store Rings in 2015 with New Records. Disponible en: https://goo.gl/53nwUB
  • Dawabi, P., Wessner, M. y Neuhold, E. (2003). Using mobile devices for the classroom of the future. En Attewell, J. y Savill-Smith, C. (ed), Learning with mobile devices. Research and development. London: Learning and Skills Development Agency.
  • Fernández, E. y Anguita, R. (2015). Aprendizajes invisibles en contextos de educación expandida. retos y oportunidades en la sociedad hiperconectada.Profesorado Revista de currículum y formación del profesorado, 19(2),1-16.
  • Fill, K. y Otewill, R. (2006). Sink or swim: taking advantage of developments in video streaming. Innovations in Education and Teaching International, 43(4), 397 408.
  • Fombona, J. (2008). Lectura de imágenes y contenidos. Madrid: CEP.
  • García-Galera, M. y Monferrer, J. (2009).A theoretical analysis proposal on mobile phone use by adolescents.Comunicar, 17(3), 83-92.
  • Gil, D. (2010). Exploring new ways to support mobile collaboration through mobile virtual devices. En Nordic Symposium on Technology Enhanced Learning, NORDITEL, Linneaus University, Suiza.
  • Gil, D. y Pettersson, O. (2010).Providing flexibility in learning activities systems by exploiting the multiple roles of mobile devices. En 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, Kaohsiung, Taiwan.
  • Gil, D., Andersson, O. y Milrad, M. (2010). Enhancing mobile learning activities by the use of mobile virtual devices some design and implementation issues. En 2nd Int. Conference on Intelligent Networking and Collaborative Systems. Thessaloniki, Greece, 137-144.
  • Gjedde, L. (2008). The Flex-learn project: designing a mobile learning platform for truck drivers. En Mobile Monday Conference on Mobile Learning, Copenhague.
  • Gorra, A. (2010). Learning with technology: what do students want? New York: Nr Reading Academic Conferences Ltd.
  • Gutiérrez, A. (2009). Formación del profesorado y tecnologías de la información y la comunicación. Renovación y convergencia para la educación 2.0 en el (Ciber) espacio europeo de educación superior. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 10(1).
  • Hainich, R. (2006). El fin de hardware: Un nuevo enfoque a la realidad aumentada. Charleston: Booksurge.
  • Haller, M., Billinghurst, M. y Thomas, B. (2006).Tecnologías emergentes de la Realidad Aumentada: Interfaces y diseño. Hersey: Idea Group Publishing.
  • Hindelang, S. (2013).Future trends: Offering apps as competitive advantage. Grin Verlag.
  • Jones, C. y Healing, G. (2010).Networks and locations for student learning.Learning Media and Technology, 35(4), 369–385.
  • Kantarci, A. (2010). Bandwidth-effective streaming of educational medical videos. Multimedia Systems, 16(6),381-397.
  • Kearney, A. T. (2013). Analysis 2013. GSMA Wireless Intelligence, Machina Research. Disponible en: http://www.gsma.com
  • Kitchenham, B. (2007). Guidelines for performing systematic literaturafeviews in doftware engineering. UK: Keele Univ. y Univ. de Durham.
  • Kurti, A., Spikol, D. y Milrad, M. (2008). Bridging outdoors and indoors educational activities in schools with the suort of mobile and positioning technologies. International Journal of Mobile Learning and Organization, 2(2), 166-186.
  • Liaw, S., Hatala, M. y Huang, H. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers y Education, 54(2),446-454.
  • Liu, Y., Wang, Xinheng, H. y Liu, C. (2009). Scalable video streaming in wireless mesh networks for education. New York: IEEE. http://www.gsma.com/
  • Lynch, K., White, R. y Johnson, Z. (2010). Pushing content to mobile phones: What do students want? En Nr Reading Academic Conferences Ltd. 5th International Conference on e-Learning ICEL 2010, Penang, Malasia, 246-254.
  • Marin, D. y Mohan, P. (2009). Personalisation in mobile learning.International Journal of Mobile Learning and Organisation, (1), 25-43.
  • Mark, P., Molina, M. y Gordon, J. The mobile economy. UK: Lansdowne House. 2013.
  • Meawad, F. y Stubbs, G. (2008).A framework for enabling on-demand personalised mobile learning. Int. Journal of Mobile Learning and Organisation,2(2),133 148.
  • Nussbaum, M. (2007). Comparative study of peer learning mediated by interconnected PCs and PDAs. En 6th Annual International Conferences on Mobile Learning, Melbourne, Australia, 194-198.
  • Ramírez, G., Muñoz, M. y Delgado, C. (2008). Exploring touching learning environments. En M. Kendall y B. Samways (ed.), Learning to live in the knowledge society, International Federation for Information Processing, Boston: Springer, 93-96.
  • Rayo, S. (2010). RAM: Gestión de contenidos multimedia para museos enfocados a la realidad aumentada.Técnicas de Investigación.
  • Reychav, I., Dunaway, M., & Kobayashi, M. (2015). Understanding Mobile Technology Fit BehaviorsOutside the Classroom. Computers&Education, 87, 142-150.
  • Scolari, C., Navarro, H., Pardo, H., García, I. y Soriano, J. (2009). Comunicación móvil: actores y producción de contenidos en Cataluña. Comunicación y Sociedad, 22(2), 159-186.
  • Short, J. (2013).How much media?Disponible en: https://goo.gl/1Jbfme
  • Spikol, D. y Milrad, M. (2008). Combining physical activities and mobile games to promote novel learning practices. En 5th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, Beijing, China, 31-38.
  • Svensson, M., Kurti, A. y Milrad, M. (2010).Enhancing emerging learning objects with contextual metadata using the linked data approach. En 6th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education, Kaohsiung, Taiwan.
  • UIT. (2013). Trends in Telecommunication Reform 2013: Transnational aspects of regulation in a networked society.Disponible en: https://goo.gl/spRC6F
  • Vacas, F. (2007). Telefonía móvil: la cuarta ventana. ZER, 23, 199-217. https://goo.gl/1Jbfme https://goo.gl/spRC6F
  • Vázquez-Cano, E. y Sevillano, M. L. (2015). Dispositivos digitales móviles en Educación. El aprendizaje ubicuo. Madrid: Narcea.
  • Xiaoyan, P., Ruimin, S. y Minjuan, W. (2007). Building learning communities in blended classrooms through an innovative mLearning system. En VECIMS 2007 Virtual Environments, Human-Computer Interfaces and Measurement Systems, 139-143.
Data source: Dialnet