Aprendizaje inmersivo y desarrollo de las inteligencias múltiples en Educación Infantil a partir de un entorno interactivo con realidad aumentada

Abstract

The implementation of immersive education requires the creation of multisensory and interactive settings, which combine real and virtual elements, favour emergent technologies and encourage the development of enriching tasks. The aim of this study is to determine the potential of a didactic proposal for early childhood education to foster an immersive learning that promotes multiple intelligences. A qualitative methodology is employed, focused on a single case study, with a holistic descriptive approach. The analysis refers to the physical environment –inspired by a picturebook and enriched with augmented reality (AR)–, as well as to the activities included in the proposal. On the one hand, the study analyses the immersive power and the interactive potential of the environment and its elements. On the other hand, its capacity to involve individuals in performing practical tasks –inspired by learning by doing– is analysed, on the basis on the cognitive implication and the intelligences stimulated. The results point out the immersive nature of the environment, obtained by means of the multisensory stimulation and the interaction promoted. Moreover, the potential of the proposal lies in its capacity to foster all the intelligences, stimulating cognitive abilities at several levels, thanks to the activities with and without AR.