<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000300227</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-3.18595</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de una app de realidad aumentada para el aprendizaje sobre cambio climático en estudiantado universitarios: Estudio piloto]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluating an Augmented Reality App for Learning About Climate Change among University Students: A Pilot Study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de um aplicativo de Realidade Aumentada para aprendizagem sobre Mudanças Climáticas em estudantes universitários: Estudo piloto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michel-Acosta]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaljub-Hasbún]]></surname>
<given-names><![CDATA[Jeanette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabero-Almenara]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte-Ayala]]></surname>
<given-names><![CDATA[Elena del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peguero-García]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pepín-Ubrí]]></surname>
<given-names><![CDATA[Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Santo Domingo  ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>Dominican Republic</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Santo Domingo  ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico de Santo Domingo  ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad del Caribe  ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Nacional Pedro Henríquez Ureña  ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>República Dominicana</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>227</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000300227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000300227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000300227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El tema medioambiental ha ido tomando una importancia sin precedentes en los últimos tiempos, por los efectos del cambio climático y las acciones de los seres humanos. Por eso, es muy importante que las futuras personas profesionales tomen conciencia sobre esta situación y el uso de tecnologías emergentes como la realidad aumentada, de fácil uso y dinámicas, fomentan aprendizajes activos e inmersivos.  Objetivo.  Evaluar el grado de aceptación del estudiantado universitario de pregrado hacia la tecnología RA.  Metodología.  Se trató de un estudio piloto, de tipo cuantitativo. La muestra fue no probabilística intencional (N=70) con estudiantes de pregrado en la asignatura Ambiente y Cultura de una universidad dominicana. El instrumento aplicado fue el modelo de aceptación de la tecnología (technology acceptance model (TAM)), creado por Davis en 1989.  Resultados.  Reflejan un elevado grado de aceptación de la tecnología RA, el análisis de los datos mostró una alta confiabilidad del instrumento utilizado. Para analizar los datos obtenidos se utilizó el sofware SPSS.  Conclusiones.  La facilidad de uso percibida, la utilidad percibida y el disfrute percibido afectaron positivamente la actitud hacia el uso y la intención de uso de la tecnología de RA. Sin embargo, la dimensión de actitud hacia el uso presentó una fiabilidad baja.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The environmental issue has gained unprecedented importance in recent times due to the effects of climate change and the actions of human beings. For this reason, it is very important for future professionals to develop awareness of this situation, while the adoption of emerging technologies, such as augmented reality (AR), which are easy to use and dynamic, encourages active and immersive learning.  Aim.  This study aims to evaluate the degree of acceptance of undergraduate university students toward AR technology.  Methodology.  A quantitative pilot study was conducted with a non-probabilistic, intentional sample (N=70) of undergraduate students in the Environment and Culture course at a Dominican university. The applied instrument was the Technology Acceptance Model (TAM), created by Davis in 1989. To analyze the data obtained, the SPSS software was used.  Results.  The data reflect a high degree of acceptance of AR technology among the participants. The analysis showed the strong reliability of the instrument used.  Conclusions.  Perceived ease of use, perceived usefulness, and perceived enjoyment positively influenced students&#8217; attitude toward using AR technology and their intention to adopt it. However, the &#8220;attitude toward use&#8221; dimension demonstrated low reliability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A questão ambiental vem assumindo uma importância sem precedentes nos últimos tempos, devido aos efeitos das mudanças climáticas e da ação do ser humano. Por isso, é muito importante que os futuros profissionais se conscientizem dessa situação, e o uso de tecnologias emergentes como a realidade aumentada (RA), fácil de usar e dinâmica, estimule o aprendizado ativo e imersivo.  Objetivo.  Avaliar o grau de aceitação de estudantes universitários de graduação em relação à tecnologia AR.  Metodologia.  Este estudo piloto utilizou uma abordagem quantitativa. A amostra foi intencional não probabilística (N=70) com alunos de graduação matriculados na disciplina de Meio Ambiente e Cultura de uma universidade dominicana. O instrumento aplicado foi o Modelo de Aceitação de Tecnologia (TAM), criado por Davis em 1989. Os dados obtidos foram analisados utilizando o software SPSS.  Resultados.  Os resultados indicaram um alto grau de aceitação da tecnologia de RA. A análise dos dados mostrou uma alta confiabilidade do instrumento utilizado.  Conclusões.  A facilidade de uso percebida, a utilidade percebida e o prazer percebido afetaram positivamente a atitude em relação ao uso e a intenção de usar a tecnologia de RA. No entanto, a dimensão referente à atitude em relação ao uso apresentou baixa confiabilidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje interactivo]]></kwd>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[modelo de aceptación de la tecnología (TAM)]]></kwd>
<kwd lng="es"><![CDATA[Plickers ®]]></kwd>
<kwd lng="es"><![CDATA[realidad aumentada]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="en"><![CDATA[Augmented reality]]></kwd>
<kwd lng="en"><![CDATA[climate change]]></kwd>
<kwd lng="en"><![CDATA[interactive learning]]></kwd>
<kwd lng="en"><![CDATA[learning technologies]]></kwd>
<kwd lng="en"><![CDATA[Plickers®]]></kwd>
<kwd lng="en"><![CDATA[technology acceptance model (TAM)]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem interativa]]></kwd>
<kwd lng="pt"><![CDATA[modelo de aceitação de tecnologia (TAM)]]></kwd>
<kwd lng="pt"><![CDATA[mudanças climáticas]]></kwd>
<kwd lng="pt"><![CDATA[Plickers®]]></kwd>
<kwd lng="pt"><![CDATA[realidade aumentada]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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