Author: C. Hervás-Gómez
Author: P. Toledo-Morales
Author: M.D. Díaz-Noguera
Year of publication: 2017
Source: Show
Pages: 215-226
DOI Address: https://doi.org/10.15804/tner.2017.50.4.17
PDF: tner/201704/tner20170417.pdf

The aim of the presented study is to identify the attitudes of future teachers (in pre-service teacher education) toward Augmented Reality (AR) applications. The innovation experience was carried out in the academic year 2016/17. For the collection of data, the Augmented Reality Applications Attitude Scale (ARAAS), by Küçük, Yilmaz, Baydaş & Göktaş (2014), was adapted to the Spanish context. It is a Likert scale grouped into three dimensions that determine the attitudes of future teachers toward the use of AR applications in education, which are Relevance, Satisfaction and Reliability. In order to analyse data, the statistical software SPSS 23.0 was used. The Bartlett test of sphericity and the Kaiser-Meyer-Olkin (KMO) test for sampling adequacy were also conducted. Results of the study led to the following conclusions: the students developed a favourable attitude in their role as future teachers toward the use of AR applications as learning tools, which have also provided deep learning.

Azuma, R.T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385.
Billinghurst, M., Clark, A. & Lee, G. (2015). A Survey of Augmented Reality. Foundations and Trends Human-Computer Interaction, 8(2-3), 73-272. doi:http://dx.doi.org/ 10.1561/ 1100000049
Cabero, I. & Barroso, ]. (2016). The educational possibilities of Augmented Reality (Posibilidades educativas de la realidad aumentada). NAER, New Approaches in Educational Research, 5(1), 46-52.
Clark, D. (2016). 10 ways Pokemon Go portends AR in learning. Retrieved May 10, 2017, from http://donaldclarkplanb.blogspot.com.es/2016/07/10-Ways-pokemon-go-portends-ar-in.html
Cuendet, S., Bonnard, Q., Do-Lenh, S. & Dilenbourg, P. (2013). Designing augmented reality for the classroom. Computer Education, 68, 557-569. doi:http://dx.doi.org/10.1016/j.compedu.2013.02.015
Diinser, A., Walker, L., Horner, H. & Bentall, D. (2012). Creating interactive physics education books With augmented reality. Proceedings of the 24th Australian Computer Human Interaction Conference, 107-114. doi:10.1145/24145362414554.
Field, A.P. (2009). Discovering statistics using SPSS, Sage, London.
Han, ]., Io, M., Hyun, E. & So, H. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Education Technology Research Development, 63(3), 455-474. doi:10.1007/Sl1423-015-9374-9.
erabek, T., Rambousek, V. & Wildova, R. (2014). Specifics of Visual perception of the augmented reality in the context of education. Procedia-Social and Behavioral Sciences, 159, 598-604. doi:10.1016/j.sbspro.2014.12.432
Kesim, M. & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Social and Behavioral Sciences, 47, 297-302. doi:10.1016/j.sbspro.2012.06.654
Kiiciik, S., Yilmaz, R.M., Baydas, O. & Góktas, Y. (2014). Augmented Reality Applications Attitude Scale in Secondary Schools: Validity and Reliability Study. Education and Science, 39(176), 383-392. doi:http://dx.doi.org/10.15390/EB.2014.3590
Liu, P.H.E. & Tsai, M.K. (2013). Using augmented-reality-based mobile learning material in EFL english composition: an exploratory case study. British ]ournal of Educational Technology, 44(1), 1-4. doi:10.1111/j.1467-8535.2012.01302
Munnerley, D., Bacon, M., Wilson, A., Steele, ]., Hedberg, ]. & Fitzgerald, R. (2012). Confronting an augmented reality. Research In Learning Technology, 20, 1- 10. doi:http://dX.doi.org/10.3402/rlt.v2oio.19189
Pintrich, PR. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. doi:http://dX.dOi.Org/10.1016/50883-0355(99)00015-4
Rost, M. (2010). Generating student motivation. Retrieved May 10, 2017, from http:/ /WWW.pearsonlongman.com/ae/worldview/
Toledo-Morales, P. & sanchez-Garcia, ].M. (2017). Augmented Reality in Primary Education: effects on learning. (Realidad Aumentada en Educación Primaria: efectos sobre el aprendizaje). Revista Latinoamerincana de Tecnologia Educativa. 16 (1), http://dx.medra.org/10.17398/1695-288X.16.1.79
Waugh, M. & Su-Searle, ]. (2014). Student Persistence and Attrition in an Online M.S. Program: Implications for Program Design. International Journal on E-Learning, 13(1), 101 - 121. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). [online] Available at: https://WWW.learntechlib.org/p/ 38649.
Wu, H.K., Lee, S.W.Y., Chang, H.Y. & Liang, ].C. (2013). Current status, opportunities and challenges of augmented reality in education. Computer @ Education, 62, 41-49. doi:http://dx.doi.org/10.1016/j.compedu.2012.10.024
Yuen, S., Yaoyuneyong, G. & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119- 140.
Yusoff, R.C.M., Ibrahim, R, Zaman, H.E. & Ahmad, A. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8), 1369 - 1387.
Zimmerman, B.]. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. doi 10.1037/0022-0663.80.3.284

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart