Views of secondary education teachers on the use of mixed reality

Abstract

The advance of the so-called emergent technologies in the field of education goes hand in hand with the previous experiences and beliefs of teachers, or lack thereof, with and about them. Among all the digital resources available, Mixed Reality (MR) is currently awakening the interest of educators, given that it combines virtual and augmented reality. Although both of these technologies are already present in many mixed methodologies utilized for teaching and learning processes, this is not the case of MR. Thus, it is necessary to discover the perspectives of educators on the use of MR, to be able to forecast its successful implementation in classrooms. Thus, the present article shows data obtained from a study with 219 Secondary Education pre-service teachers in Spain. The data collected through a 31-item ad hoc questionnaire pointed to differences in the perception of Mixed Reality in the teaching process as a function of gender, with women considering that it will make the classroom methodology more communicative, also believing that it will promote the reading comprehension of the texts that are utilized in each school subject. Thus, we can conclude that mixed reality is defined as a tool that promotes the learning process of secondary school students.

Divemix: Perceptions of Mixed Reality in Secondary Education in Spain

“…The teachers who took part in the present study were mainly unaware about the basic computer characteristics needed for using MR, as well as the dioramas, holograms, and MR generator portals, just as in the work by Marín-Díaz and Sampedro-Requena (2023) Just as in the works by Bursztyn et al (2017) and in contrast to the work by Marín, Sampedro and Vega (2023), as of today, the variable gender did not lead to differences in the knowledge of emergent technologies, when referring to teachers who teach Biology and Geology. Also, it must be indicated that age did not result in differences in the possession of specific knowledge for the use of MR (Marín-Díaz & Sampedro-Requena, 2023) It can be concluded that training is needed on the use of MR for Secondary Education teachers in general, and Biology and Geology in particular, for them to increase their knowledge that will allow them to include this technology as a resource in the classroom.…”

Situated Learning and Education: Development and Validation of the Future Teacher Attitudes Scale in the Application of Augmented Reality in the Classroom

“…The main advantage of AR is that it has a motivational effect on the students, who can operate and modify the learning itinerary, becoming active agents of their learning process. That is, AR in university classrooms promotes a motivational improvement (González Pérez & Cerezo Cortijo, 2020;Marín-Díaz & Sampedro-Requena, 2023).…”

Digital Skills to Improve Autonomous Learning in Students of a Private University in Trujillo 2023

“…The acquisition of skills involves the construction of a belief system that will serve as a basis for its development and reaching its maximum potential (Arancibia-Muñoz et al, 2023; Lacely et al, 2023). Digital competence is defined as a set of skills that enable and simplify team collaboration, directed instruction, critical analysis, originality and communicative interaction (Marín et al, 2023), previous training received and practical experience play a fundamental role in its achievement (Micaletto -Belda and Martín-Herrera, 2023). These are considered extremely useful instruments that enable the mobilization of attitudes, knowledge and processes, which in turn allows students to acquire skills that facilitate the transfer of knowledge and promote innovation.…”