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

Abstract

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.

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

“…Regarding the specific content of the proposal presented by the students, slightly more than half of the students chose the improvement of a methodology and the other half, the investigation of a new technology in the classroom, which corroborates the high interest for both topics revealed in previous studies [27][28][29]. The lines proposed by the students were, in general terms, original and responded, in many cases, to the current state of the art in research in their respective areas, related to new topics such as virtual reality, gamification, motivation and others.…”

“…Nonetheless, although recent articles reveal the necessity of designing new methodologies to enhance the educational research skills of students of a Master's Degree in Secondary Education (future teachers) [23,24], there are hardly any references to experiences with or research on such a specific topic. Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29].…”

“…Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The Some of the previous articles related to similar interests are linked to the application of multidisciplinary methodologies [25,26], those most appreciated by teacher candidates being related to new or improved methodologies and the use of updated technology in the classroom [27][28][29]. The analysis of the students' perception of the Master's degree level can be implemented using SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis [30,31].…”

Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices

“…The establishment of the SEM implied, on the one hand, the confirmation of the hypothesis of multivariate normality of the data (Mardia = 25,697). This coefficient was less than 288, extracted from p * (p + 2), with ''p'' being the number of total variables in the scale (16) [61]. And on the other hand, the adequacy of the goodness-of-fit indexes: χ 2 = 1.691; df = 2; the ratio χ 2 /df was 0.8455; GFI = 1; RMSEA = 0.000; NFI = 0.999; CFI = 1; AGFI = 0.991.…”

“…The 16 items on the scale were grouped into five dimensions: mobile devices (1-3); digital competence (4-5); knowledge construction (6-9); cooperative work (10)(11)(12); good use of technology (13)(14)(15)(16). The response mode was by means of a four-level Likert scale (1 = never; 4 = always).…”