Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

Augmented reality offers an innovative platform for education as it allows students and teachers a meaningful learning experience, benefiting teachers by allowing them to create interactive content that can be accessed by students from anywhere. The objective was to determine the level of knowledge of augmented reality (and its dimensions) in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus. As for the methodology, the approach was quantitative, cross-sectional and with a non-experimental design. The sample consisted of 58 teachers working in regular basic education institutions in Metropolitan Lima, in charge of computer courses. A questionnaire was used to measure knowledge about AR in the teaching-learning process. The instrument consists of 3 dimensions: experience with technology, teaching practice with ICT and educational experience. This instrument had 15 items and was validated by three experts; it is highly reliable (Cronbach's alpha = 0.8). As a result, knowledge about augmented reality was as follows: 48.3% of the respondents are at high level, 22.4% at medium level, and 29.3% at low level. The results obtained show that teachers have a high level of knowledge of augmented reality in most cases, but its application in the classroom is not widespread due to some factors (which could be professional, personal or specialized training), which could limit the use of technological resources in their sessions. It is concluded that AR allows teachers to teach with greater interactivity, improves student information retention, and provides memorable educational experiences.