Augmented reality, driving for creativity and multi-intelligences at the university
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Abstract
The University covers three demands from the knowledge triangle: education, research and knowledge transfer. In this sense, there are transversal factors that unify the institution, creativity and intelligence. Teachers have an unprecedented variety of instruments at their disposal to promote them, and they are increasingly valued, which is why they are specifically encouraged in the various curricula. One promising approach to promote these skills is augmented reality. The article tries to explain how this narrative is beginning to be a resource that improves divergent thinking in the university space. The innovation that justifies the research is offered from the convergence with Gardner's studies, since applying the taxonomy of multiple intelligences is in communion with critical thinking and the personalised development of students' abilities. The methodology is based on a process of theorisation and a Likert questionnaire to which university students with knowledge in extended realities have been submitted, presenting various immersive apps observed from the multi-intelligences as case studies. In conclusion, augmented reality at university is perceived among students as a story that drives creativity and personalised multi-intelligences
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