Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use
The education sector is becoming increasingly interested in augmented reality (AR) technology. Research has revealed that AR offers a multitude of benefits in supporting learning. Nevertheless, the implementation of AR in the classroom remains limited. As teachers play a pivotal role in the integrat...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-12-01
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| Series: | Virtual Worlds |
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| Online Access: | https://www.mdpi.com/2813-2084/3/4/29 |
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| author | Corinne Wyss Kerstin Bäuerlein |
| author_facet | Corinne Wyss Kerstin Bäuerlein |
| author_sort | Corinne Wyss |
| collection | DOAJ |
| description | The education sector is becoming increasingly interested in augmented reality (AR) technology. Research has revealed that AR offers a multitude of benefits in supporting learning. Nevertheless, the implementation of AR in the classroom remains limited. As teachers play a pivotal role in the integration of AR in the classroom, it is essential to understand their perspectives to comprehend the factors hindering the widespread adoption of AR at schools. However, few studies have explored teacher attitudes towards integrating AR into educational practice. The present questionnaire study thus seeks to elucidate the perspectives of 158 mentor teachers in German-speaking Switzerland on the implementation of AR in the classroom. The findings suggest that although mentor teachers have a moderately positive attitude towards AR, they have only limited experience with the technology and appear to lack the requisite technical and pedagogical skills and resources. Furthermore, certain teacher characteristics impact the perception of AR as a useful tool and its integration into teaching practice. Teachers seem to require enhanced information, training, and support if augmented reality (AR) is to become a prevalent feature in schools in the future. To this end, further studies need to consider teacher characteristics in more detail. |
| format | Article |
| id | doaj-art-85e70ffdc98f49d39902e5ca8fffee8d |
| institution | Kabale University |
| issn | 2813-2084 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Virtual Worlds |
| spelling | doaj-art-85e70ffdc98f49d39902e5ca8fffee8d2024-12-27T14:58:52ZengMDPI AGVirtual Worlds2813-20842024-12-013457258510.3390/virtualworlds3040029Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology UseCorinne Wyss0Kerstin Bäuerlein1School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Bahnhofstrasse 6, 5210 Windisch, SwitzerlandSchool of Education, University of Applied Sciences and Arts Northwestern Switzerland, Bahnhofstrasse 6, 5210 Windisch, SwitzerlandThe education sector is becoming increasingly interested in augmented reality (AR) technology. Research has revealed that AR offers a multitude of benefits in supporting learning. Nevertheless, the implementation of AR in the classroom remains limited. As teachers play a pivotal role in the integration of AR in the classroom, it is essential to understand their perspectives to comprehend the factors hindering the widespread adoption of AR at schools. However, few studies have explored teacher attitudes towards integrating AR into educational practice. The present questionnaire study thus seeks to elucidate the perspectives of 158 mentor teachers in German-speaking Switzerland on the implementation of AR in the classroom. The findings suggest that although mentor teachers have a moderately positive attitude towards AR, they have only limited experience with the technology and appear to lack the requisite technical and pedagogical skills and resources. Furthermore, certain teacher characteristics impact the perception of AR as a useful tool and its integration into teaching practice. Teachers seem to require enhanced information, training, and support if augmented reality (AR) is to become a prevalent feature in schools in the future. To this end, further studies need to consider teacher characteristics in more detail.https://www.mdpi.com/2813-2084/3/4/29augmented realitymentor teachersurveyteacher characteristicsteacher attitudestechnology use |
| spellingShingle | Corinne Wyss Kerstin Bäuerlein Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use Virtual Worlds augmented reality mentor teacher survey teacher characteristics teacher attitudes technology use |
| title | Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use |
| title_full | Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use |
| title_fullStr | Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use |
| title_full_unstemmed | Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use |
| title_short | Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use |
| title_sort | augmented reality in the classroom mentor teachers attitudes and technology use |
| topic | augmented reality mentor teacher survey teacher characteristics teacher attitudes technology use |
| url | https://www.mdpi.com/2813-2084/3/4/29 |
| work_keys_str_mv | AT corinnewyss augmentedrealityintheclassroommentorteachersattitudesandtechnologyuse AT kerstinbauerlein augmentedrealityintheclassroommentorteachersattitudesandtechnologyuse |