Abstract:

This study sought to analyze the impact of the implementation of immersive learning with STEAM (Science, Technology, Engineering, Arts and Mathematics) approach in the education of eighth semester students of Experimental Sciences Pedagogy career from Technical University of Machala, and there is no doubt that the use of STEAM-active methodology that works in an interdisciplinary way the contents of different subjects related to education not only increases the retention and understanding of the material, but also promotes the key skills for the XXI century, such as critical thinking, problem solving and collaboration. On the other hand, 3D augmented reality superimposes digital information on the physical environment creating opportunities for guided exploration and practical application in everyday situations; this approach not only benefits scientific and technological disciplines, but also extends to artistic and humanistic fields where creativity and experimentation are essential. Due to these advances, higher education opens the range of possibilities to increase the lines of research which aims to increase motivation and above all to involve students in a constructivist approach. The application of immersive tools with STEAM approach in the students training from higher education provides a more dynamic and interactive learning experience that fosters key skills for the 21st century. This convergence of immersive tools and the STEAM approach seeks to transform the way students learn and participate in educational experiences, promoting interdisciplinarity and critical thinking. That is why this proposal is based on the use of immersive tools with STEAM methodology, the focus group will be the eighth semester students of Experimental Sciences Pedagogy career. The research methodology used is quantitative, and a review of the conceptual and theoretical bases of STEAM methodology and immersive tools is also carried out. For the development of the various 3D augmented reality and virtual prototypes, the STEAM method was applied with five representative elements in education: the interdisciplinary approach, social skills to solve problems, creative strategies, digital opportunities and challenges, and the integral capabilities of the human team. The results are contrasted with Pretest and posttest, at the beginning of the research 48% of the focus group has not used 3D augmented reality (AR) tools in their learning process, 41% indicated that the lack of economic resources makes it impossible to use of this technology; in addition, 68% stated that it is important that educational establishments, at any level of training, implement immersive technologies. It is important to note that these results change after using immersive tools and STEAM as a methodology, the focus group indicated that they will use immersive tools in the teaching-learning process, likewise, 100% indicated that they have used immersive tools; however, there was no variation on the main challenge of immersive learning, 41% indicated that the cost of acquisition continues to be the major limitation. Although facing logistical and economic challenges, such as accessibility and teacher training, the future outlook for the application of immersive tools with a STEAM approach in higher education looks promising.

Keywords:

STEAM, 3D augmented reality, virtual reality, immersive learning.