Effects of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course

• Published in: Journal of computer assisted learning Vol. 38; no. 3; pp. 758 - 769
• Main Authors: Nikimaleki, Mitra, Rahimi, Mehrak
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.06.2022; Wiley; Wiley Subscription Services, Inc
• Subjects: Attitudes; augmented reality; Collaboration; collaborative learning; Computer Simulation; Constructivism; Control Groups; Cooperative Learning; Curricula; Curriculum Design; Education; Educational Environment; English as a foreign language (EF); Experiential Learning; Feasibility studies; Graduate Students; Humanities; Individualized Instruction; Instructional design; Learning; Learning Processes; New technology; Pedagogy; Student Attitudes; teacher attitudes/perceptions; Teacher Education; Teacher Educators; teacher training; Teachers; Teaching; Teaching Methods; Technology Integration; Technology Uses in Education; Thinking Skills; Training
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12646

Background The unimaginable power of emerging technologies has transformed education in terms of content creation and instructional design. Due to high value of AR/VR in education, teachers of the 21st century are expected to empower themselves professionally to be able to utilize these technologies in their instructional practices. Despite detailed examination of teachers' readiness for using AR in terms of perceptions, attitudes, and beliefs, very few studies have incorporated AR in teaching theoretical courses of graduate teacher education programs by utilizing constructivist pedagogical strategies. Objectives The current study investigated the impact of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs in a graduate teacher training course. Methods Thirty‐one in‐service teachers participated in the study as the experimental (n=15) and control (n=16) groups. An AR app was developed for teaching 20 key concepts of the course Language Curriculum Design. The experimental group was instructed to work collaboratively with the app to learn the content, while the control group learned the concepts using the app in a lecture‐based class. Learning gains were assessed by midterm and final exams and a term project. Results and Conclusions The results showed that the experimental group outperformed the control group in learning the content and completing the project; and they had more positive technology implementation beliefs at the end of the experiment. Also, the participants were found to have positive attitudes towards the educational and pedagogical values of AR; and if the curricular and situational constraints are removed, they are highly motivated to use AR in their classes. Implications The findings demonstrated the feasibility of incorporating AR technology into teaching concepts in Art and humanities disciplines; and how teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses. Lay Description What is already known about this topic Using AR would affect learning gains and motivation. AR is supported by constructivism and its learning principles including knowledge construction through discovery and experiential learning; active engagement in the learning process by collaboration and interaction among peers; and personalized instruction. What this paper adds AR can be an effective tool for teaching and learning concepts in humanities as it is in natural sciences and engineering fields of study. Integrating AR with sound pedagogical approaches such as collaborative learning would enhance the development of both lower and higher order thinking skills. When ICT is appropriately integrated into teacher training courses, in‐service teachers' beliefs about the pedagogical and educational values of technology are promoted. Implications for practice and/or policy This study demonstrates the feasibility of incorporating AR technology in teaching concepts with more mature learners. The study suggests that teacher educators can benefit from integrating a collaborative approach with AR technology to teach advanced courses.