Sometimes I sit down to write a classroom experience about a methodology or a resource that we have used and before starting to type we can already elucidate the relationship that a gamification can have with a language class, a cooperative work in a robotics project or even virtual reality glasses in a science class. But in this article I think it will cost a bit more to see that relationship or at least until you read a few more paragraphs.

We are talking about Digital Health, that important part of the times, especially in education. Schools with large digital projects and students completely digitized, where it takes us to give such importance to a good Digital education.

For a few years I have been working closely with this subject in the classroom, and not only with students but also with their families and even in companies. This has given me a very important experience of how to bring these concepts and ideas closer, and especially to the younger students.

Concepts that range from the postural health of the student with the devices to the security and risk situations in the Social Networks, through the Access to Information on the Internet, privacy, our data in the networks or the abuse and addiction of the devices .

But my idea is not just to stay in orientation talks, where we know that the level of recruitment or retention of students is not usually what we expect and therefore our goal can be diluted along the way. For this reason I propose more specific modules of each topic and above all more "Vivenciales", that is to say that the students through cases, situations and activities that we propose to them can approach and see the consequences of having a bad use of the technology.

Students know the technology, but in many cases they do not know how to use it, therefore, the idea is not to show it to them, but to experience it.

And it is at this point that I go on ideas for workshops where I can get all the attention of my students, when I talk about things like Digital privacy, fingerprint or "Fake News" calls. From here the main focus of this article, which according to the title says we have been able to relate this type of workshops with Augmented Reality (AR).

Although the technology of the RA is being introduced in the classrooms with a more or less firm step, we must know its true potential, in a gap that in my opinion fits perfectly; the classrooms.

Well with this idea and knowing that the AR by its interaction and exploration characteristics could give me what I was looking for, I started to investigate resources with this technology that would allow me to explain in a clear way concepts about Digital Health.

This path allowed me to find NUSHU, a nice extraterrestrial that through stories that made you feel protagonist, taught things such as space, marine pollution, war in Syria and why not, what can happen with our data on the Internet or how to distinguish a News False in the network.

Nushu is a fantastic educational resource, with a great team behind it, that make real stories for the classroom, told through different characters and using Augmented Reality as the basis of the activity. My surprise was when I met them I saw that they already had something created for Digital Health, two interactive stories about Digital Privacy and Fake News. Well what better opportunity to introduce Nushu in one of my workshops, with students from 5º and 6º of Primary.

Sincerely I have to tell you that I had to adapt a bit the methodology of the workshop, to include now an activity in AR implied some changes that I had to take into account. The first thing was to live those stories myself and to see what NUSHU transmitted to me through that Augmented Reality. Then I adapted my initial explanation and my examples to that story with Nushu, which my students were going to do later.

I have to tell you that the result was great since I managed to get your attention from the beginning to the end of the workshop and that as a result has a very high level of retention in what you explain and samples. In this activity, what NUSHU is looking for is the student's interaction through questions, which do not have a correct or incorrect answer, if not simply what the student thinks. Questions like:

What do you look for most on the Internet? What should you do first to verify a news item? or Would you upload a photo with your friends to the Internet, if one of them does not want to?, are some of the questions that our extraterrestrial friend will make to us while moving in a real way through the board of our story.

To finish the activity, what better way to do it than with a game based on those questions. A game where our board transforms into a gamified scenario and the students play independently, seeing how, for example, the speed at which a photo can be transmitted passing from one to the other on the network.

We must know that NUSHU is an activity in which the student is handled independently, he will move freely to do it, since the methodology is clear and natural in its execution. This allows you to integrate it into the classroom as one more workstation in the same session.

Before or after an explanation, NUSHU has its place in the classroom.

Everything does not end with the AR

But once the activity is over, one of the most important parts of these workshops comes and it is the space for Reflection, communication and creating that critical thinking in our students.

Thanks to the questions raised, not only for me but also for NUSHU we can develop an atmosphere of debate to develop that critical sense, and for which we must give the possibility to our students to expose and communicate with arguments.

In short, thanks to the integration of Technology in the classroom, we can reach our students in a more effective way, improving that line of learning that exists between the teacher and the student. A Digital Health class where there is Motivation, Research, Reflection and of course Communication.