Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

• Published in: Journal of new approaches in educational research Vol. 8; no. 2; pp. 126 - 141
• Main Authors: Barroso-Osuna, Julio, Gutiérrez-Castillo, Juan Jesús, Llorente-Cejudo, Mªdel Carmen, Ortiz, Rubicelia Valencia
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.07.2019; Universidad de Alicante; Nature Publishing Group; University of Alicante; Springer
• Subjects: AUGMENTED REALITY; Barriers; Collaboration; College Faculty; Communications technology; Computer Simulation; Content Validity; Delphi method; Delphi Technique; DIGITAL COMPETENCES; Education; Educational Change; Educational Experience; Educational Innovation; Educational research; Educational Technology; EMERGING TECHNOLOGIES; Enseñanza superior; Error Correction; Expertise; Faculty Development; Foreign Countries; HIGHER EDUCATION; INFORMATION AND COMMUNICATION TECHNOLOGIES; Institutional Role; Instructional Innovation; Instructional Materials; Investigations; Laboratory Safety; Learning Analytics; Original; Positive Attitudes; Questionnaires; Real time; Realidad aumentada; Students; Teacher Improvement; Teacher Qualifications; Teachers; Teaching; Teaching Methods; Technological Literacy; Technology; Technology Integration; Tecnologías; Tecnologías emergentes; Universities; Validity; Video Games; Spain; EMERGING TECHNOLOGIES; INFORMATION AND COMMUNICATION TECHNOLOGIES; DIGITAL COMPETENCES; AUGMENTED REALITY; HIGHER EDUCATION
• ISSN: 2254-7339; 2254-7339
• DOI: 10.7821/naer.2019.7.409

“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” ( Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.