Using augmented reality to improve skills and intelligences in professional secondary level courses

The teaching of spatial geometry has specific deficiencies, including its lack of relationship with plane geometry. Innovative technologies can be efficient alternatives to facilitate studies and engage students using smartphones, tablets and computers. In this study, a learning object was developed in augmented reality (AR). This application was tested using a model based on Van Hiele's studies on the development of geometric thinking. Third-year students of the technical course in computer science integrated into high school were invited to participate in the research. They were instructed on augmented reality and basic software manipulation to analyze a developed Beyblade composed of flat geometric objects. Through the explosion technique, these objects were separated and analyzed individually in an efficient and fun way. The students answered a questionnaire developed for didactic analysis. It was found that the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) contributed to the development of the object and facilitated understanding and learning. The use of available technologies is necessary and facilitates teaching, leading to an interdisciplinary and interactive place that demands more from the student. It was found that most students (89%) identified that the object was composed and that its parts could be separated. This stage was successful considering that students identified the differences between objects and their limits. Knowledge can be gained while recognizing, accepting and applying technology in education, as opposed to fearing its advancement and its effects on students' academic performance.