In the current educational landscape, marked by increasing integration of technology in classrooms, the innovation project implemented in the Early Childhood Education degree at the University of Oviedo represents a significant advancement.
This project explores the combination of STEAM methodology (Science, Technology, Engineering, Arts, and Mathematics) with maker culture, through the design of Immersive Literary Environments (ILE) using Augmented Reality (AR).
This initiative aims not only to enrich the educational experience through physical environments that recreate children's literary universes but also to evaluate and enhance key competencies in future educators, such as didactic, digital, socio-collaborative, and creative skills.
The main objectives of this study are to assess the aforementioned competencies, as demonstrated in the ILEs designed by the students, and to examine the interrelationship between digital competence and the other involved competencies.
The research is supported by the use of a validated instrument, COMPASS-AR, which includes 30 specific indicators to measure these competencies.
Preliminary results indicate high performance in didactic, socio-collaborative, and creative competencies, although digital competence shows a medium-high level, revealing a limited integration of self-made resources.
This detailed analysis provides a comprehensive view of the impact of integrating AR and maker culture into educator training, highlighting the need to promote creativity and mastery of emerging technologies for the design of innovative educational resources.
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How to cite: Del Moral Pérez, M. E., Neira Piñeiro, M. R., Castañeda Fernández, J., & López-Bouzas, N. (2023). Teaching Competences Involved in the Design of Immersive Literary Environments: Combining STEAM Projects and Maker Culture. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 59–82. https://doi.org/10.5944/ried.26.1.33839
