Using Augmented Reality for the Development of Sustainable Development Goals: An Experience with Students at Risk of Social Exclusion Computational Media and the Paradox of Permanence

Abstract

For personal and socioeconomic development, education is a fundamental element. However, despite its relevance and importance, there is no inclusive education that allows access to the entire population. This is especially noticeable in contexts where students are at risk of exclusion. This paper presents a project that aims to reduce the technological gap in the most disadvantaged social classes by promoting the use of Augmented Reality technology. To this end, an experience with children at risk of social exclusion is presented, in which they participated in two training workshops over two weeks, organized into two groups, where one group used Augmented Reality with Tablets and the other did not. The objective of the experience was to assess the impact of using this technology on the emotional state of the students, as well as on the development of computational thinking competence. The results show that students who used Augmented Reality significantly improved their academic results in block programming compared to those who did not use it. Additionally, it was found that the emotional state of the former was generally more pleasant compared to the latter.

Keywords

• Emotions; Augmented Reality; block-based programming; Computational thinking