Bibliographic citations
Culquitanta, A., Lopez, H. (2023). Impacto de la implementación de un aplicativo móvil con tecnología de realidad aumentada en el proceso de aprendizaje de niños con capacidades especiales de la I. E. P. Personitas, Cajamarca 2022 [Tesis, Universidad Privada del Norte]. https://hdl.handle.net/11537/34837
Culquitanta, A., Lopez, H. Impacto de la implementación de un aplicativo móvil con tecnología de realidad aumentada en el proceso de aprendizaje de niños con capacidades especiales de la I. E. P. Personitas, Cajamarca 2022 [Tesis]. PE: Universidad Privada del Norte; 2023. https://hdl.handle.net/11537/34837
@misc{renati/1677231,
title = "Impacto de la implementación de un aplicativo móvil con tecnología de realidad aumentada en el proceso de aprendizaje de niños con capacidades especiales de la I. E. P. Personitas, Cajamarca 2022",
author = "Lopez Perez, Hector Orlando",
publisher = "Universidad Privada del Norte",
year = "2023"
}
The importance of supporting learning in regular basic education through information technologies has evolved, that is why this study was proposed as a general objective to determine the impact of the implementation of the mobile application with augmented reality technology in the learning process of children with Down syndrome (SD) of the I.E.P. Personitas, Cajamarca. The RUP methodology was taken into account as an approach for the creation of software, applied type, descriptive level, quantitative approach and pre-experimental design, also, the interview, questionnaire and quality measurement technique were applied as techniques based on ISO/IEC 25010 and the interview guide and question protocol were used as instruments. It was also developed based on Android Studio language, Android plugin to generate SFB images, Photoshop, Firebase and Sony Vegas. After the implementation of the application, 46.9% improvement was obtained in the association indicator, 33.3% in selection, 47.2% in classification, 44.4% in determination, 52.5% in perceived usability and 45.2% in perceived ease of use, concluding a positive impact of 46.06% in the learning process of children with Down syndrome.
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