| Sumario: | The purpose of this research was to describe the use of augmented reality (AR) as an educational technology in the teaching of English vocabulary in preschool teachers, in the introductory course UNED Costa Rica. It was developed under a quantitative approach, case study method, descriptive design, covering the analysis of the application of the AR-based teaching strategy in the teaching of English vocabulary, academic performance obtained and assessment of the participants. The collection of information was supported by the survey and documentary analysis, applied to a sample of seven (7) preschool teachers (female), participants in the introductory English course A of UNED, 2024. The strategies with augmented reality (AR) led to encouraging results for the teaching of English vocabulary. The participants carried out interactive activities with flashcards and Pictionary in AR, which facilitated a more visual and playful learning, generating a notable increase in their performance, with an average improvement of 3.07 to 3.64 in the evaluations. Most of them rated AR positively, indicating that it helped vocabulary retention and made classes more dynamic; however, some expressed the need for more practice to feel completely confident when using new words. AR as an educational technology is perceived as an innovative resource that enriches teaching, improves vocabulary understanding and increases student motivation.
|
|---|
