M-Learning and Augmented Reality: A Review of the Scientific Literature on the WoS Repository

Autor/inn/en	Fombona, Javier; Pascual-Sevillano, Maria-Angeles; González-Videgara, MariCarmen
Titel	M-Learning and Augmented Reality: A Review of the Scientific Literature on the WoS Repository
Quelle	In: Comunicar: Media Education Research Journal, 25 (2017) 52, S.63-71 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fombona, Javier) ORCID (Pascual-Sevillano, Maria-Angeles) ORCID (González-Videgara, MariCarmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Electronic Learning; Computer Simulation; Bibliographic Databases; Bibliometrics; Internet; Scientific and Technical Information; Qualitative Research; Access to Information; Innovation; Group Membership; Social Networks; Taxonomy; Teaching Methods; Educational Change; Science Education; Information Technology; Technological Advancement + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; literaturdatenbank; Bibliometrie; Qualitative Forschung; Gruppenzugehörigkeit; Social network; Soziales Netzwerk; Taxonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Naturwissenschaftliche Bildung; Informationstechnologie; Technological development; Technologische Entwicklung
Abstract	Augmented reality emerges as a tool, on which it is necessary to examine its real educational value. This paper shows the results of a bibliometric analysis performed on documents collected from the Web of Science repository, an Internet service that concentrates bibliographic information from more than 7,000 institutions. Our analysis included an overall universe of 12,000 indexed journals and 148,000 conference proceedings. From those, we selected a sample targeting the terms "mobile-learning" or "m-learning" and "augmented reality" as descriptors or components of titles of scientific works. The analysis on journals (n = 741) and in conference proceedings (n = 913) reveals a differentiated perspective in each area in the last two years. A qualitative analysis of 67 scientific productions addressing these subjects complements the research. This highlights five themes: conceptualization of the phenomenon, development of new methodologies, motivation, spatial delocalization, and implementation in subject-matter areas. The research highlights logical changes, such as greater and differentiated access to information; transcendent innovations, such as increasing informal and ludic activities, insertion into virtual environments, membership of specific groups, and networks of friendly interaction, along creation of new scales of values. These elements are now beginning to constitute fundamental parts of teaching methodologies. Education appears to be subsidiary to technical advances, thus imposing a drastic methodological change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01