Artificial intelligence, gamification and virtual reality in Dominican secondary education: A descriptive analysis
DOI:
https://doi.org/10.21556/edutec.2025.92.3833Keywords:
educational technology, technology, secondary education, artificial intelligence, gamificationAbstract
Recognizing the patterns of adoption of digital tools in teaching and learning processes can be beneficial for understanding the potential effects of this integration on the development of students' competencies and the ethical aspects that mediate interactions in the school as the central unit of formal educational interaction. In this regard, this paper presents teachers' perceptions of their use of artificial intelligence technologies, gamification, and augmented-reality virtuality, as well as their attitudes and ethical considerations regarding their integration into secondary education processes. To this end, an instrument was designed and validated, which was administered to 747 teachers in the Dominican Republic as a case study in Latin America. The teachers perceive a high adoption of emerging technologies, with gamification applications being particularly noteworthy. Regarding ethical implications, a considerable percentage of teachers stated that they did not have a response to the question, suggesting a lack of information and/or reflection on the ethical aspects related to the use of new technologies in teaching and learning processes, and indicating a possible need for greater training and discussion on ethical considerations.
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Instituto de Formación Docente Salomé Ureña (ISFODOSU)
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