Abstract:

Students in teacher training represent important multipliers of digital change within schools, as future teachers. At the same time, however, German students in teacher training show a high degree of skepticism towards the use of digital media in the classroom (Monitor Lehrerbildung, 2018). In order to overcome this obstacle, it is helpful if digital offerings in teacher training also translate to use in schools, since the assessment of digital learning offerings by teachers depends on their potential for promoting learning processes among students (Clarke & Hollingsworth, 2002; Lipowsky 2014). Quality criteria of teaching thus should be considered central parameters in the development of AR applications in teacher education. These could include central comprehension difficulties and learning barriers of students as well as basic dimensions of instructional quality such as cognitive activation.

At the same time, augmented reality applications (ARapps) are said to have the potential to positively influence the teaching-learning process (Garzón, Kinshuk, Baldiris, Gutiérrez, & Pavón, 2020). In the ARtiste project, research results from teaching-learning research, classroom research and media didactics are combined to analyze the utility of AR. The relevant parameters such as cognitive learning success and framework factors such as motivation, self-efficacy expectations, etc., are then implemented in exemplary applications on the topic of Sustainable Development Goals and subsequently evaluated.

Based on challenges for the use of AR applications in teacher education, the criteria for the design of AR applications will be presented and discussed at this conference. Furthermore, these criteria will be used for the development of prototypes.

References:
[1] Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
[2] Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., & Pavón, J. (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educational Research Review, 31, 100334. https://doi.org/10.1016/j.edurev.2020.100334
[3] Lipowsky, F. (2014). Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -Weiterbildung. (Theoretical perspectives and empirical findings on the effectiveness of teacher training and continuing education.). In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf (2nd ed., pp. 511–541). Münster: Waxmann.
[4] Monitor Lehrerbildung (2018). Lehramtsstudium in der digitalen Welt – Professionelle Vorbereitung auf den Unterricht mit digitalen Medien?! (Teacher training in the digital world - professional preparation for teaching with digital media?). Gütersloh: Centrum für Hochschulentwicklung. Retrieved from https://www.monitor-lehrerbildung.de/export/ sites/default/.content/Downloads/Monitor-Lehrerbildung_Broschuere_Lehramtsstudium-in-der-digitalen-Welt.pdf
[5] Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior, 108, 106316. https://doi.org/10.1016/j.chb.2020.106316

Keywords:

Augmented Reality, immersive Learning, (Preservice) Teacher Education.