by Stavros A. Nikou, Maria Perifanou, Anastasios A. Economides.
Augmented Reality (AR) has emerged as a transformative educational technology, offering immersive learning experiences that can enhance student engagement and understanding. AR allows for interactive simulations that bring abstract concepts to life. For instance, students can explore complex scientific phenomena or historical events through AR applications, making learning more interactive and engaging. However, the successful integration of AR into educational practice largely depends on educators’ attitudes, skills, and competencies.
Image generated using Copilot from the prompt “AR in the classroom”
The recent international study Exploring Teachers’ Competences to Integrate Augmented Reality in Education: Results from an International Study’ by Nikou, Perifanou, and Economides (2024a) presents a comprehensive analysis of educators’ attitudes and self-perceived competences regarding the integration of augmented reality (AR) in educational settings.
The study uses the validated Teachers’ AR Competences (TARC) framework that defines the following three main competence areas that educators should master to effectively integrate AR into their practice: create, use, and manage AR resources.
- Creating AR resources comprises designing, developing, and modifying AR digital media and learning experiences.
- Using AR resources comprises the pedagogies needed to teach and assess in AR-enhanced learning environments.
- Managing AR resources comprises searching and organising appropriate AR educational resources for effective classroom use, as well as the capacity to overcome several ethical, security, and safety challenges arising from the use of AR in education.
Using the lens of the TARC framework, the study provides some valuable insights revealing both strengths and areas needing improvement among educators worldwide to effectively employ AR technologies in their classrooms.
Positive Attitudes, Limited Confidence
One of the key findings of the study is that, while teachers generally hold positive attitudes towards the use of AR in education, they lack confidence in their ability to create, use, and manage AR resources effectively. Teachers with higher baseline digital literacy were more comfortable with AR tools, whereas those with previous experience teaching with AR were better equipped to create and manage AR content. Additionally, subject area influences competence; educators in STEM fields reported higher confidence in adopting AR. This diversity in teachers’ AR proficiency highlights a critical gap between the enthusiasm for AR and the actual competencies required to implement it effectively.
While teachers’ positive attitudes toward AR are essential for its successful integration in education, their uncertainty about their skills in creating, using, and managing AR resources needs to be addressed.
Implications for Educators and Institutions
Study findings hold multiple implications for educators and educational institutions. There is a clear need for comprehensive training programs that equip teachers with both technological skills and pedagogical knowledge for integrating AR into their practice. Training should emphasise instructional design principles, addressing pedagogical strategies, assessment methods, and feedback mechanisms within AR environments. Professional development programs should be tailored to align with teachers’ subjects and the dispersity of the teachers’ digital skills levels. Moreover, it is essential to encourage and support teachers in experimenting with and incorporating AR into their classrooms. Curriculum development should prioritise the integration of immersive educational content into the classroom. Furthermore, there is a need to invest in infrastructure, ensure access to high-quality AR resources, and establish networks/learning communities where educators can share experiences, challenges, and successes with AR, fostering a culture that supports experimentation and innovation in teaching.
Conclusion
The future of education lies in leveraging technology to create engaging and effective learning experiences, and AR has the potential to revolutionise how we learn and teach. Our recent research paper provides valuable insights into the current state of teacher readiness for AR worldwide. This study highlights the challenges and provides a roadmap for empowering educators to incorporate AR effectively into their classrooms. By investing in teacher training, fostering collaboration, and creating a supportive ecosystem, we can empower educators to harness the transformative power of AR and unlock its full potential to enhance learning outcomes for all students.
Authors
Stavros A. Nikou, Senior Lecturer, Strathclyde Institute of Education, University of Strathclyde, Glasgow, UK
Maria Perifanou, Senior Researcher, University of Macedonia, Thessaloniki, Greece
Anastasios A. Economides, Professor, University of Macedonia, Thessaloniki, Greece
