Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

• Published in: Education sciences Vol. 10; no. 2; pp. 26 - 37
• Main Authors: Sáez-López, José Manuel, Cózar-Gutiérrez, Ramón, González-Calero, José Antonio, Gómez Carrasco, Cosme J.
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.02.2020
• Subjects: 21st century; applied research; Augmented reality; Collaboration; College Students; Computer Simulation; Cultural Background; Educational aspects; Educational Benefits; Educational technology; Elementary Education; Foreign Countries; Higher education; History Instruction; Informal Education; Learning; Learning Activities; Learning Processes; Pedagogy; Preservice Teacher Education; Preservice Teachers; Primary Education; Program Effectiveness; Questionnaires; Real time; social sciences; Student Developed Materials; Student Motivation; Teacher Competencies; Teacher education; teacher training; Teaching; Teaching Methods; Teaching Skills; Technology application; University students; Spain
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci10020026

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.