Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

Ramón Cózar-Gutiérrez,José Antonio González-Calero,José Manuel Sáez-López,Cosme J Gómez Carrasco

doi:10.3390/educsci10020026

Ramón Cózar-Gutiérrez, José Antonio González-Calero + Show 2 more

Open Access

https://doi.org/10.3390/educsci10020026

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Abstract

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

Highlights

In the current information society, coherent training is necessary to provide a response to the presence of technologies and processes of social transformation
In the analysis of scale 1 augmented reality in initial teacher training (Table 1) it can be verified that the majority of the students contribute intermediate or positive assessments regarding the consideration of this approach as essential in the training of future teachers, and on the importance of initial university training in augmented reality
The items that achieved the highest level of acceptance were those that related augmented reality in initial teacher training, the need for knowledge of technologies, and interaction throughout the process (Items 1.1, 1.2 and 1.3)

Summary

Introduction

In the current information society, coherent training is necessary to provide a response to the presence of technologies and processes of social transformation. It is essential that future teachers have adequate training for the challenges of the 21st century, and that they have knowledge of emerging technologies in educational contexts and acquire the necessary skills to be able to design and develop educational activities to exploit the potential of the technologies. This is an issue of current interest on an international level [2,3,4].

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