Abstract
Augmented Reality (AR) and Virtual Reality (VR) are two of the most important technologies nowadays. Both had brought significant changes to education. Recognizing that these technologies have become two of the most powerful scaffolds in education is important to better train pre-service teachers with the use of these technologies. By doing so educator preparation programs provide opportunities for their candidates to practice newly learned skills, imagine new ways of thinking and teaching, and build confidence. At the same time is important to gather the pre-service teachers perceptions with the use of both technologies. This paper focuses on a research that sought to determine the perception of pre-service teachers with the use of AR and VR. It found that pre-service teachers believe in the potential of both technologies for the teaching and learning process and at the same time recognize the need to confront the lack of access and digital divide that students might face. It also showcases the need for more training, resources and research of these technologies in teacher education.
Highlights
In education, Augmented Reality (AR) and Virtual Reality (VR) applications are rapidly changing the way we are providing K-12 and university students’ experiential learning opportunities by simulating real-world environments
This paper focuses on a research that sought to determine the perception of pre-service teachers with the use of AR and VR
For strengths of VR a total of 195 items were coded with 41% for student engagement, 18% for excellent visuals, 12% for student motivation
Summary
In education, Augmented Reality (AR) and Virtual Reality (VR) applications are rapidly changing the way we are providing K-12 and university students’ experiential learning opportunities by simulating real-world environments. Simple AR and VR applications are readily available and the needed tools already in the hands of young people, with over 80% of K-12 (McFarland et al, 2017) and over 95% of university students either owning or having access to a smartphone or tablet (Dahlstrom & Bichsel, 2014). This makes AR and VR a feasible learning tool for K-12 and university students. It mentions how access to these technologies continues to be the most significant limitation
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
