The potential of implementing augmented reality into vocational higher education through mobile learning

Augmented Reality Applications in Education: Teachers Point of View

“…A semi structured interview guided by a questionnaire and the technique of observation [13] were deployed. The use of dialogue can better interpret user responses [3] while mixed evaluation methods are mostly used in studies [6] and various data collection tools such as questionnaires [2,3,6,12], interviews [6] from teachers and students [12] and observation [6,12] are deployed.…”

“…(1) Combines real and virtual, (2) Interactive in real time, (3) Registered in 3-D" [9] (p. 2) while generally it is described as a state between real and virtual environments [10]. AR technology provides a mode of interaction between the real and virtual worlds at the same time.…”

“…The educational use of AR has been studied in all educational levels, in early childhood education, in primary and secondary education [12], from elementary school to university levels [16], including diverse learners types at kindergarten level, K-12 students, university students, adult learners, elderly people, technical and vocational higher education [2] and students with special needs [14] as well, focusing on a variety of study topics (e.g., city history [18]) [19], both in formal and informal learning environments [20], in the context of situated learning theory [18] and constructivist learning theory [19,21]. The common conclusion of these researchers is that AR has the potential to offer different learning opportunities [18] with multiple benefits for teaching and learning [3,15,21].…”

“…Furthermore, AR applications can enhance the learning process, learning motivation and effectiveness [5,6]. AR triggers the motivation and interest of students, significantly improves learning motivation [2], student creativity [2,22], provides more authentic learning experiences [16], and allows users to learn by experience [15] in the real world [14]. More specifically, many studies and systematic reviews of research and applications as well, conclude that AR applications improve student performance, help user concentration on specific tasks [2], increase student motivation [13][14][15], enable new learning experiences [23], reduce instructor work load in the laboratory and save time (because, e.g., "students finished their experiments earlier, used equipment more properly" [24] (p. 339), improve students' laboratory skills and their attitudes towards their labs [24], and help students develop skills such as critical thinking, problem solving and communication [14].…”

“…Digital augmentation reshapes experiences for even more people due to the advances in mobile technology and the widespread use of mobile devices in the public and in more and more fields. Mobile technology contributes positively in education [2,3], and augmented reality (AR) along with virtual reality (VR) and mixed reality (MR) are considered to be "key educational technologies over the next decade" [4] (p. 46).…”