Resumen de Game-Based Learning With Augmented Reality for History Education

Carlos Lázaro Carrascosa, Irene Palomero Ilardia, Maximiliano Paredes Velasco, Maria del Carmen Navarro García Suelto

• One of the fundamental aspects of history teaching is the chronology of important events and facts that have occurred. However, this involves an effort of memorization that produces rejection in students, affecting their learning outcomes. This article describes an experience with Primary and Secondary students using Augmented Reality with gamification in timeline activities to learn a course of History. The results show that there was improvement in learning in several aspects: chronologically situate several events in relation to BC and AD, relate different historical events to ages in History, and sort important historical milestones. In addition, it was found that students experienced positive emotions during the experience such as joy, curiosity, and interest.