Inproceedings,
Augmented Reality in Primary Education: Teachers' Perspectives on Potential and Barriers
Proceedings of 17th International Technology, Education and Development Conference (INTED 2023), page 1283-1292. IATED, (2023)
DOI: 10.21125/inted.2023.0369
Abstract
Research findings suggest that Augmented Reality (AR) can be a beneficial tool for teaching and learning practices but brings about certain challenges at the same time. Teachers are central stakeholders in the educational use of AR; given their daily classroom practice, they are also experts in the evaluation of the advantages and disadvantages of respective innovative educational technologies. Yet, few studies systematically analysed teachers’ opinions and experiences about the advantages and problems in the educational use of AR technologies so far. In response to this desideratum, the following paper presents results from a systematic and category-based qualitative content analysis based on an interview study. The input was collected from a heterogeneous and international convenience sample of n=11 teachers after they had piloted one out of three AR-enhanced learning apps in their daily classroom practice. The results confirm that increased student motivation and classroom engagement and advanced learning achievements are considered the predominant advantages and that issues with software and technology were perceived as the biggest problems in the pilot study. Furthermore, dimensions of motivation and classroom engagement are considered in detail to achieve an in-depth analysis and to bring forward important recommendations for further developments and for teachers’ future educational use of AR technologies.
