Abstract:

According to recent research, AR (Augmented Reality) offers multiple benefits for teaching and learning processes, such as, e.g., increased student motivation, a better understanding and higher retention of knowledge, or increased collaboration among students [1]. At the same time, common barriers for the integration of AR into classroom practice are evident, such as an inefficient integration into classroom processes, individual learner needs or issues with software and devices [1].

Ultimately, teachers are key stakeholders in the network of factors that influence if and how digital media in general and innovative Mixed Reality technologies in particular are integrated into classroom practices. As initiators and facilitators of teaching and learning processes, they are responsible for a thorough integration of innovative approaches into pedagogical practices. At the same time, their expertise and experiences make them valuable experts in the evaluation of advantages and disadvantages of methods and tools. While a number of existing studies already focus on the teachers’ perspectives, these studies are often limited in their focus and in their national references [2].

Against this background, the present study explores the perspectives of primary school teachers from diverse settings and countries regarding their experiences with the integration of AR into their teaching. Qualitative data were collected in two pilot studies where AR apps were used in classrooms across Europe in the context of the [PROJECT NAME]. One focus group with a convenience sample of n=9 teachers and two single interviews with one teacher each were conducted. The teachers are from 10 European countries and used educational AR-apps from the fields of:
1) geometry,
2) geography and
3) literacy learning for students with reading and/ or spelling difficulties.

The interviews were conducted online, recorded, transcribed and analysed by a qualitative content analysis [3]. In summary, the teachers approved of the app use and described numerous expectable advantages especially with regards to student motivation and classroom engagement, learning achievements and a collaborative and constructive classroom atmosphere. On the other hand, they also confirmed barriers and problems, mostly in relation to technology and devices and bugs or problems within the apps piloted.

The full paper and the related presentation will summarize and explain these findings, contextualize their relevance in an international perspective and derive recommendations for stakeholders on different levels to facilitate a well-founded advancement and uptake of AR technologies in pedagogical practices.

References:
[1] I. Radu, “Augmented Reality in education: a meta-review and cross-media analysis,” Pers Ubiquit Comput, vol. 18, pp. 1533-1543, 2014.
[2] S. Tzima, G. Styliaras, and A. Bassounas, “Augmented Reality Applications in Education: Teachers Point of View,” Educ. Sci., vol. 9, no. 99, 2019. https://doi.org/10.3390/educsci9020099
[3] P. Mayring, “Qualitative Content Analysis,” Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, vol. 1, no. 2, 2000. https://doi.org/10.17169/fqs-1.2.1089

Keywords:

Augmented Reality, pilot evaluation, teachers' perspectives, educational research, international comparative research.