An Investigation of Pre-service Teachers Readiness to Use Augmented Reality in Education
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To find out the problems that preservice teachers encounter during the augmented reality application process
- To find out the opinions of preservice teachers about using augmented reality applications in the learning-teaching process
- To find out preservice teachers evaluate the advantages and disadvantages of the augmented reality application for the student and teacher.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Augmented Reality and Its Role in Learning
This dynamic complex environment allow students to think more about using technologies (Leinhard & Greeno, 1986; Spiro, Fletovich, Jacobson & Coulson, 1991) while teachers need to have more competencies to practice and design learning\teaching environment and situations based on those technologies and this diverse of components that motivates students to be more interactive. The AR integrate what is real within a virtual world where they achieve cognitive, affective, and psychomotor objectives by interacting with virtual objects to be performed through real world tasks while using the computer as a tool to make those tasks or problems to be solved much easier to perform without having risks of injury, limited time, or more costs especially in learning science such as physics or engineering.
It cannot be denied that AR has been used in all fields starting with military to marketing. The earliest applications of AR were in gaming, medical, and engineering, but the most interesting applications were in educational situations to bridge the gap between real and virtual worlds and at the same time the learner will become part of this combination. The previous applications in education were projects that encourage children to learn about scientific processes (Rogers, Price, Randell, Stanton Fraser, Weal, & Fitzpatrick, 2005) and exploration of physical environment (Klopfer & Squire, 2008). Researchers have explored those uses within a variety of disciplines such as the medical applications which have been examined by Liu, Jenkins, Sanderson, Fabian, & Russell (2010), while other researchers have focused their work on AR applications on mathematics and geometry through creating an AR system for facilitating learning and teaching situations between students and their teachers (Kaufmann & Dünser, 2007; Kaufmann & Schmalstieg, 2003). AR can be used in education in different ways. Yuen, Yaoyuneyong, and Johnson (2011) pointed to five significant educational applications of AR technology: AR books, AR gaming, discovery-based learning, objects modeling, and skills training. Exploring students and teachers perceptions, using, or impact of AR on learners achievements are still in need beside the necessarily more research about the behavior of AR in teaching situations (Cabero & Barroso, 2016). For example Agbo-Egwa, Abah, and Abakpa (2018) examined the students’ perceptions of tech-augmented learning in basic mathematics through a questionnaire to measure their perceptions, the results showed a high positive perceptions and the students expressed that they liked the tech-augmented activities. While Luckin & Fraser explored (300) participants for evaluating AR in schools and homes, their findings supported the claim that AR has the potential to promote learning and motivate children to engage with learning activities. Gopalan et al (2015) evaluated the (E-star application) to enhance science textbook using AR among secondary students, where they found that e-star application can be one of the potential solutions to motivate learners and to be a source for Malaysian students. Beside the work of Goplan, Zulkifli and Abu Baker (2016) in determining whether the intervention of the enhanced science textbook using AR contributes to the learning process of the students in science, the result they reached supported the relationship between engaging, enjoyment and fun. Presently, there is a study of using the mobile AR for physics experiments (Abubakar et al., 2018). Delello (2014) investigated pre-service teachers using science-based AR, where he concluded the potential of AR to positively impact classroom learning experiences.
Elements of Technological, Pedagogical, and Content Knowledge
Based on Shulman’s construct of Technological, Pedagogical, and Content Knowledge (TPACK), which is a triad construct representing teacher knowledge for technology integration, or the knowledge intersections technology, pedagogy, and content as a core components (Mishra & Koehler, 2006), scholars investigated (TPACK) framework and analysed teachers’ knowledge, readiness and perceptions in educational sciences (Cox & Graham, 2009;
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine an investigation of Pre-service teachers Readiness to use Augmented reality in Education. Selected primary schools in Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain an investigation of Pre-service teachers Readiness to use Augmented reality in Education. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an investigation of Pre-service teachers Readiness to use augmented reality in Education
Summary
This study was on an investigation of Pre-service teachers Readiness to use Augmented reality in Education. Three objectives were raised which included: To find out the problems that preservice teachers encounter during the augmented reality application process, to find out the opinions of preservice teachers about using augmented reality applications in the learning-teaching process and to find out preservice teachers evaluate the advantages and disadvantages of the augmented reality application for the student and teacher. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Preservice teachers stated the advantages of using augmented reality applications as follows: providing effective instruction for the teacher, facilitating teaching, saving time, providing a positive attitude to the teacher, and being cost-effective. The disadvantages of the application are: it takes time to prepare and implement it, it is not suitable for every subject, it is difficult to prepare, it causes problems in classroom management, technical difficulties, and problems arising from the inability to use technology. AR applications can be used as an important tool in teaching abstract concepts to primary and secondary school students (Sırakaya, 2018). Augmented reality will allow instructing abstract concepts by concretizing them (Abdüsselam & Karal, 2012; Shelton & Steven, 2004; Wojciechowski & Cellary, 2013). It easily teaches complex subjects that are difficult to teach (Kaufmann, 2003). It allows the instruction of the events and situations that are impossible to show in the classroom environment (Shelton & Hedley, 2002; Yuen, Yaoyuneyong & Johnson, 2011). In many studies, it has been concluded that Augmented Reality applications also increase success (Abdüsselam & Karal, 2012; Chiang et al., 2014; Dunleavy, Dede & Mitchell, 2009; Ersoy, Duman & Öncü, 2016; Kırıkkaya & Şentürk, 2018; Küçük et al., 2014; Sırakaya, 2015). The limitations of the application are: it should not be used frequently, it may not be used in case of technological shortcomings, it requires training, it is not suitable for every subject, and it may be inadequate with only visuals. According to Sırakaya (2018), AR’s characteristic features provide significant advantages for educational environments. However, since the hardware and software tools were not at the desired level in the first years of augmented reality technology, it was necessary to wait for its educational use. However, advances in technology have removed these obstacles. As a result of the findings and results obtained from this research, studies on augmented reality applications should be increased. Training and lectures should be given to preservice teachers to improve them in technological applications. Preservice teachers should acquire skills to prepare lesson plans supported by technology and enrich learning and teaching processes
Recommendation
However, since the hardware and software tools were not at the desired level in the first years of augmented reality technology, it was necessary to wait for its educational use. However, advances in technology have removed these obstacles. As a result of the findings and results obtained from this research, studies on augmented reality applications should be increased. Training and lectures should be given to preservice teachers to improve them in technological applications. Preservice teachers should acquire skills to prepare lesson plans supported by technology and enrich learning and teaching processes.
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