Augmented reality strategy as a didactic alternative in rural public schools in Colombia

There are access restrictions to the technologies of the Fourth Industrial Revolution for rural schools in Colombia. These schools, with few students and teachers geographically dispersed, do not benefit from the possibilities of these technologies in the classroom. These educational institutions are governed by the “Escuela Nueva” model that defines several specific methodological moments. The objective of this study was to design a strategy based on augmented reality (AR) for didactic intervention in the classroom, which allows students to interact with educational resources and break down barriers both related to access to technology and related to the role in learning processes. Educational activities were defined, and a mobile application based on AR was developed for schools in Samaná‐Colombia, integrated with the pedagogical moments of the educational model and at the same time strengthening AMID skills (information literacy and digital media) in the teaching work. Instruments were applied seeking to know the benefits in the classroom and the perception of students and teachers. The results show, preliminarily, that the use of AR in learning activities in this rural school makes it possible to bring students and teachers closer to these technologies, generating motivation and improving the effectiveness of the process, additionally is well accepted in the academic community. Experiments show that if they are included harmoniously in the pedagogical model, it does not interfere, nor is it a distraction for other academic activities. The Contribution paper to empirically validate AR in education generate learning in students of armed conflict zones.