Abstract
A common conclusion of several studies is that augmented reality (AR) applications can enhance the learning process, learning motivation and effectiveness. Despite the positive results, more research is necessary. The current work aims to study the degree of diffusion of AR technology and teachers’ opinion about the need for continuous training, the process of creating 3D models, and the feasibility of AR applications development by teachers and students in school settings. Teachers are the common element in every different educational system and play a key role in the integration and acceptance of technology in education. Qualitative research was conducted in February 2019 in rural and suburban areas of North-Western Greece on secondary education teachers of different specialties and the results showed that AR applications development is feasible under certain conditions, including the limitation of the curriculum as the main negative factor and the teacher’s personality and the desire for co-operation among teachers of different specialties as positive factors.
Highlights
Nowadays digital media produce new ways of working, living and interacting [1].Digital augmentation reshapes experiences for even more people due to the advances in mobile technology and the widespread use of mobile devices in the public and in more and more fields
The purpose of the current work is to study the degree of diffusion of augmented reality (AR) technology and the teachers’ opinion about the need for continuous training, the process of creating 3D models, the feasibility of AR applications development by teachers and students in school settings
Based on the researcher’s observations, contact with AR technology was due to personal interest (P5—engineer-architect teacher), (P8—chemistry teacher) and involvement in educational actions (P2—Information and Communication Technologies (ICT) teacher), such as University conferences and actions of cultural institutions [38]
Summary
Digital augmentation reshapes experiences for even more people due to the advances in mobile technology and the widespread use of mobile devices in the public and in more and more fields. Questions remain to be studied such as the development of AR experiences by teachers and students [7] and the creation of virtual content and 3D models [8]. In Greece the use of AR technology in education is limited [3] and it is important to study the key factors that can affect its future acceptance and effective use in the educational process. Teachers are the common element in every different educational system and play a key role in the integration and acceptance of technology in education
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