## 3 Results
### Analysis and Description of Data
#### 3.1.2 Aim 2
\begin{table}
\begin{tabular}{l l l l l l l l l l} \hline \hline
**Overall** & **Total** & \begin{tabular}{l} **Strongly** \\ **Disagree** \\ \end{tabular} & **Disagree** & \
\begin{tabular}{l} **Neither Disagree** \\ **Nor Agree** \\ \end{tabular} & **Agree** &
\begin{tabular}{l} **Strongly** \\ **Agree** \\ \end{tabular} & **Md.** & **M** & **Sd.** \\ \hline \multicolumn{6}{l}{**Spanish Language and Literature**} \\
16. & Using AR to learn these types of curricular contents seems useful to me & & & & & & \\ Frq. & 106 & 0 & 3 & 11 & 27 & 65 & 5.00 & 4.45 & 0.794 \\ \% & 100 & 0 & 2.8 & 10.4 & 25.5 & 61.3 & & & \\
14. & AR activity can be used to deal with concepts of information, opinion and advertising in journalistic texts and advertising & & & & & & \\ Frq. & 106 & 2 & 5 & 21 & 42 & 36 & 4.00 & 3.99 & 0.951 \\ \% & 100 & 1.9 & 4.7 & 19.8 & 39.6 & 34.0 & & & \\
**First Foreign Language** & & & & & & & & & \\
19. & The activity can facilitate rapid strategies for text understanding, e.g., the AR translator & & & & & & & \\ Frq. & 106 & 0 & 2 & 11 & 37 & 56 & 5.00 & 4.39 & 0.751 \\ \% & 100 & 0 & 1.9 & 10.4 & 34.9 & 52.8 & & & \\
20. & The strip of images in AR can be used to study nouns, pronouns, articles and demonstratives as well as area contents & & & & & & \\ Frq. & 106 & 5 & 5 & 23 & 32 & 41 & & & \\ \% & 100 & 4.7 & 4.7 & 21.7 & 30.2 & 38.7 & & & & \\
**Social Sciences** & & & & & & & & & \\
23. & AR activity can help in viewing monuments in Spain as cultural heritage & & & & & & & \\ Frq. & 106 & 0 & 2 & 3 & 26 & 75 & 5.00 & 4.64 & 0.635 \\ \% & 100 & 0 & 1.9 & 2.8 & 24.5 & 70.8 & & & & \\
24. & From what I saw in the video, Europe seems to be a continent with many resources & & & & & & & \\ Frq. & 106 & 2 & 6 & 12 & 43 & 43 & & & & \\ \% & 100 & 1.9 & 5.7 & 11.3 & 40.6 & 40.6 & & & & \\
**Natural Sciences** & & & & & & & & & \\
34. & Using AR to learn these types of curricular contents seems useful to me & & & & & & & \\ Frq. & 106 & 1 & 1 & 3 & 25 & 76 & & & & \\ \% & 100 & 0.9 & 0.9 & 2.8 & 23.6 & 71.7 & & & & \\
31. & The strip of images can help in learning about the importance of raising awareness about and preventing the & & & & & & & \\ Frq. & 106 & 0 & 3 & 8 & 33 & 62 & & & & \\ \% & 100 & 0 & 2.8 & 7.5 & 31.1 & 58.5 & & & & \\
**Mathematics** & & & & & & & & & \\
36. & The video presented in AR helps to show simple, easily readable and understandable graphic representations & & & & & & & \\ Frq. & 106 & 0 & 2 & 5 & 37 & 62 & & & & \\ \% & 100 & 0 & 1.9 & 4.7 & 34.9 & 58.5 & & & & \\
37. & This proposal can help to work in AR to order simple fractions, calculate the fraction of a number or tackle & & & & & & \\ Frq. & 106 & 4 & 2 & 8 & 39 & 53 & & & & \\ \% & 100 & 3.8 & 1.9 & 7.5 & 36.8 & & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Students’ overall ratings for the curriculum construct. Figure 4: Mean of students’ scores of the items of each area. As Figure 4 shows, Natural Sciences was the area with the highest construct mean (4.51), although it is notable that all the blocks were scored above 4.00 points. In the items in Figure 5 we see Natural Sciences (item 34) has the highest mean score (4.64; \(\mathrm{Sd. }=0.679\)), which coincides with the highest construct mean, again for Natural Sciences. Finally, the overall analysis of the results on the students' perception of the useful AR according to the three constructs was repeated according to gender. We used the Kolmogorov-Smirnov test to make an exploratory analysis, which revealed that the distribution was not normal (\(p<0.05\)). Backed by this normality test, we applied the non-parametric Mann-Whitney U test for two groups to compare whether opinions according to occupied equivalent positions. For Teaching and Learning, females rated AR usefulness slightly higher than males in almost all the items. However, the curriculum constructs revealed differences in preferences depending on the item, although the overall opinion was highly positive for all the questions.