Abstract:

Educators are constantly challenged to find ways to keep students’ attention in class, while the world outside of the classroom is full of all kinds of highly compelling and visually stimulating media. As our reality has been changed by the COVID-19 pandemic, there are also new approaches in teaching. One of them is augmented reality which can be used in many forms and for various reasons. It can be applied in all school subjects and on all educational levels – from the early stages of learning in the kindergarden, through elementary school to secondary school, as well as at a university level. Augmented reality in education could affect the conventional learning process. It has the potential to change the location and timing of studying, as well as to introduce new ways and methods of teaching. Augmented reality technology can make classes more engaging and information more aprehendable. This paper aims to show uses of augmented reality in the classroom and attitudes of teachers, students and their parents towards augmented reality in education. The research was conducted through surveys and interviews. The sample consisted of kindergarden, primary and secondary school teachers, children and students, as well as their parents from different European countries involved in an international project. The results of the quantitative research were analysed by descriptive statistics and the data from qualitative research was also thoroughly analysed. Teaching methods should be adapted to 21st century learners so this topic is important globally as augmented reality could be implemented in the European school curricula.

Keywords:

Attitudes, augmented reality, classroom, education.