AUGMENTED REALITY AND FLIPPED CLASSROOM: THE ROLE OF THE MERGE CUBE AS A DIDACTIC MEDIATOR IN AUTONOMOUS LEARNING

Elisabetta Tombolini, Luna Lembo, Francesco Peluso Cassese

Abstract


The rapid development of digital technologies has profoundly transformed educational paradigms, opening new perspectives for innovative teaching methodologies within dynamic and inclusive learning environments. In this context, the present study explores the role of Augmented Reality (AR) as a didactic mediator in the autonomous learning phase of the flipped classroom model, with a specific focus on the use of the Merge Cube. The research, conducted with a sample of upper secondary school students, examined the impact of this innovative tool on the learning of abstract and complex educational content. The findings show that the Merge Cube fosters significantly higher performance, confirming the potential of AR to promote active, experiential, and personalised learning.


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DOI: https://doi.org/10.32043/gsd.v9i1.1297

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