Perceptions of students about augmented reality as a didactic resource of náhuat linguistic heritage: a case study with a control and experimental group
DOI:
https://doi.org/10.24310/ijne.12.2023.17888Keywords:
Augmented reality, náhuat linguistic heritage, endangered languagesAbstract
This article presents the results of a study on the impact of incorporating an augmented reality textbook and android mobile applications on the teaching-learning process of the náhuat language in public schools in El Salvador. To verify the first hypothesis, statistical inference was applied to determine the significance of the mark values between the control and experimental groups through the Mann-Whitney test and Brunner–Munzel’s test, previous verification of parametric assumptions of these tests, in total participated 150 students. To verify the second hypothesis, the results of student perception corresponding to the usage of the resources aforementioned, are also shown, administering questionnaire surveys to 113 students in total, through two questionnaires scored on a 5-point Likert scale statements and semantic differential scale items for additional data collection related to each Likert scale statement in the questionnaire. The results show that students perceive specific advantages linked to the usage of the náhuat augmented reality textbook and mobile android applications in the náhuat language teaching-learning process. This study leads to the conclusion that students enrolled in náhuat courses in public schools in El Salvador for this case study, greatly value the teaching-learning process mediated by augmented reality technology and mobile applications.
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