Augmented Reality as a Tool for Cultural Learning in Educational Institutions in Peru

Authors

  • Javier Gamboa-Cruzado Universidad Nacional Mayor de San Marcos
  • Rocio Blanco-Maslucan Universidad César Vallejo
  • Denis Galindo-Arone Universidad César Vallejo
  • Hilda Jáuregui-Romero Universidad Nacional Federico Villarreal
  • Angel Nuñez Meza Universidad Nacional Daniel Alcides Carrión
  • Saul Arauco-Esquivel Universidad Nacional Mayor de San Marcos
  • César Jesús Núñez-Prado Instituto Politécnico Nacional

DOI:

https://doi.org/10.13053/cys-29-2-5739

Keywords:

Augmented reality, vuforia, unity, learning, scrum, cultures

Abstract

Within the context of basic education, one of the persistent challenges is the low academic performance and limited student engagement in the Social Studies course. This issue is further exacerbated by the lack of innovative pedagogical tools that promote active learning. In response to this situation, the objective of this study was to evaluate the impact of Augmented Reality (AR), implemented through the SCRUM methodology, on four key indicators: academic performance, number of participations, number of assignments submitted, and learning time. The research employed a true experimental design with a control group and an experimental group, both composed of students from the Angelita Bohórquez Moreno Educational Institution. Normality tests and inferential statistical analysis using the Student’s t-test were applied. The results showed statistically significant differences in favor of the experimental group across all four evaluated indicators. An increase in academic achievement, student participation, and assignment submission was observed, along with a reduction in the time required for learning. It is concluded that the use of AR, integrated with SCRUM, constitutes an effective strategy for optimizing teaching-learning processes in school contexts. This technological and methodological approach offers transformative potential for Peruvian basic education.

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Published

2025-06-29

Issue

Vol. 29 No. 2 (2025): 29(2) 2025

Section

Articles

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