Research Article
Jose Belda-Medina
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep575
ABSTRACT
This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group (CG). The EG engaged in AR-based activities, while the CG used traditional handbook activities. The study’s objectives included evaluating the effectiveness of AR in enhancing learning outcomes and examining student attitudes toward AR. A quasi-experimental design was employed, incorporating pre- and post-tests and surveys. Results indicated that the EG showed significantly better retention and understanding of English vocabulary and content compared to the CG, suggesting that AR can enhance educational outcomes. Additionally, students in the EG reported higher levels of engagement and motivation, highlighting AR’s potential to improve student attitudes towards learning. These findings suggest that integrating AR into CLIL settings can provide substantial educational benefits, warranting further exploration and implementation in diverse educational contexts.
Keywords: augmented reality, CLIL, vocabulary acquisition, secondary education, educational technology
Research Article
Omaymah E. AlSuwaihel
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep534
ABSTRACT
Background: Augmented reality is among the emerging technologies that hold greater potential in the context of foreign language learning. No research has been done to date to investigate pre-service teachers’ competencies in augmented reality and their association with quality of teaching English and technological and pedagogical content knowledge (TPACK) model components in the state of Kuwait.
Aim: This study aimed to assess the utility of using augmented reality competencies and English as a foreign language (EFL) TPACK model components to predict the quality of English language teaching of pre-service undergraduates.
Method: A total of 317 students enrolled in college of education at Kuwait university were recruited and responded to three online questionnaires measuring EFL TPACK, teachers’ augmented reality competencies, and quality of teaching English skills (QELT).
Results: Results indicated a significant positive association among all variables at 0.01 level. Teacher’s augmented reality competencies (TARC), TPACK, technological knowledge (TK), and technological content knowledge (TCK) were significant predictors of QELT. One-way ANOVA revealed that there was no significant effect of gender on the TARC, TPACK, TK, TCK, and QELT. The cut-off-criteria of the mean scores indicated that all participants strongly believe that they acquire the essential competencies of augmented reality in EFL classrooms and possess a high level of proficiency in TPACK. Descriptive statistics showed that more than (70%) of pre-service teachers selected “strongly agree” and “agree”, 13% or less selected “strongly disagree” and “disagree” while 26% or less selected “neutral” response. Linear regression analysis revealed that TARC, TPACK, TK, and TCK were significant predictors of QELT.
Keywords: augmented reality, quality of English language teaching, TPACK model, Kuwaiti students, pre-service teachers
Research Article
Nur Nabihah Mohamad Nizar, Hutkemri Zulnaidi, Annisaa Basar, Siti Zuraida Maaruf
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep531
ABSTRACT
The increasing prevalence of mobile augmented reality (MAR) has garnered attention in contemporary times. However, its application within educational settings remains largely untapped, primarily due to its predominant utilization in entertainment domains. MAR presents opportunities for augmenting learning experiences, fostering enhanced adaptability in educational methodologies, and enriching students’ academic endeavors. Therefore, this study aims to enhance the use of MAR and formulates a model of MAR usage for pre-service teachers. In the context of this study, MAR learning cardiovascular (MARLCardio) serves as an experimental tool for exemplifying the features of MAR. This study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM) as underpinning theories. This study was undertaken to determine factors that influence pre-service teachers’ attitude, acceptance, and their intention to continue using MAR in the learning process. Responses from 456 pre-service teachers through a survey were analyzed using structural equation modelling. Findings in this study found that pre-service teachers agree that facilitating condition play a crucial role in shaping pre-service teachers’ positive attitude and influencing their intention to continue using MAR. Meanwhile, performance expectancy plays a major role in ensuring pre-service teachers’ acceptance of using MAR in their learning process. It was anticipated that the formulated MAR structural model would offer insights and support forthcoming research endeavors aimed at fostering the sustainability of MAR utilization.
Keywords: mobile augmented reality, structural equation modelling, unified theory of acceptance and use of technology, technology acceptance model, expectation confirmation model
Research Article
Josef Buchner, Elke Höfler
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep504
ABSTRACT
Fake news is increasingly becoming a major problem for global social coexistence, for example by undermining trust in democracies. There is a consensus that educational institutions need to respond and prepare students to recognize fake news. Teachers have a central role to play in preparing students and therefore need to learn about fake news during their studies. Previous research has shown that games are particularly effective for learning about fake news, but the group of pre-service teachers has not yet been investigated. The aim of this study is to address this gap by examining whether pre-service teachers can learn about fake news using the augmented reality escape game Escape Fake. To investigate this question, a pre-/post-test design was conducted with 45 pre-service teachers (four males, mean age=22.59 years, standard deviation=1.80). The results show that after playing Escape Fake, the pre-service teachers demonstrate significantly higher knowledge about fake news, are significantly more critical towards online information, and are significantly more confident in being able to recognize fake news in the future. However, playing the game did not promote the ability to discern real from false information. The paper discusses reasons for this finding and suggests ways to improve learning with the game. Implications and future research needs are discussed.
Keywords: fake news, fake news education, educational escape game, augmented reality, teacher education, teacher training
Research Article
Filippos Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep432
ABSTRACT
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
Keywords: augmented reality, games, key competences, learning design, primary education, students
Research Article
Jaitip Nasongkhla, Siridej Sujiva
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep403
ABSTRACT
The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50th best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.
Keywords: augmented reality, elementary school students, PWIM, reading ability, precision instruction
Research Article
Ratna Candra Sari, Mimin Nur Aisyah, Sariyatul Ilyana, Hardika Dwi Hermawan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep363
ABSTRACT
This study aims to develop and test the effectiveness of a financial literacy storybook based on augmented reality (AR) as an executive function-building intervention for early-age children. Executive functions are the cognitive abilities underlying such tasks as focusing on long-term goals, delaying gratification and impulse self-control. The method is research and development using the ADDIE (analysis, design, development, implementation, and evaluation) model. This learning media produced a positive response among the users. Children perceive the story’s attractiveness was good, while the 3D images and activity in the storybook were very good. This study also measures the effectiveness of a storybook based on AR in improving the understanding of financial literacy using a pre and post-test design. The results show that knowledge of honesty, discipline and money management increased significantly. In addition, there is a marginally significant increase in the aspects of delay gratification, saving goals and responsibility.
Keywords: executive functions, storybook, early childhood, augmented reality, financial literacy
Research Article
Verónica Marín-Díaz, Begoña Sampedro, Jorge Figueroa
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep348
ABSTRACT
The advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article’s main objective is to know the vision that secondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student’s learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.
Keywords: secondary education, professor, augmented reality, emergent technologies
Review Article
Malek Turki Jdaitawi, Ashraf F Kan'an
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep332
ABSTRACT
In higher education settings, students are required to use their own devices to record attendance interact with classes through online systems and other learning-teaching sources such as timetables, virtual learning environment. Real opportunity to use digital technology such as augmented reality AR technology have been used in several fields, uncovering diverse benefits regarding its usage. However, further research is needed to understand exactly how the AR enhance students learning. Focusing on individuals with special needs, AR is being used in higher education for the last few years to enhance physical, cognitive, personal, and social abilities. This systematic review presented an overview of the usage of AR technology in the special needs area in higher education literature published between 2011 and 2020 and focused on research indexed in 8 international databases. 36 studies were included for review. The results indicate that the majority of research showed positive outcomes as the AR technology proved to be effective with students with disabilities. The results also showed that AR technology was mostly used in intellectual disability setting. Finally, the result evidenced that AR assists students in enhancing their social skills, social relationships and their engagement. The results from this systematic review provide valuable information regarding to enhance individual with special needs. Future empirical research should ensure that all research is included, including settings, level of students and data collection methods such as quantitative and qualitative.
Keywords: special needs, disability, augmented reality, systematic review
Research Article
Chooi Yi Wei, Yoke Chin Kuah, Chee Pung Ng, Wai Kwan Lau
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep303
ABSTRACT
The rapid technological development and revolution have transformed the education field, promoting the betterment of learning and teaching quality. Augmented Reality (AR) is becoming increasingly popular for its ability to help educators to create an engaging and creative method of teaching. The increasing use of technology has piqued researchers’ interests in studying its efficiency. Following this observation, this study aims to explore educators’ readiness in embracing AR as an enhancement teaching tool in the future. This study employed a quantitative methodology and collected 223 respondents’ data from five private universities in Malaysia. The data was analysed using the Partial Least Squares – Structural Equation Modelling (PLS-SEM) software. The results demonstrated that there were significant relationships between educators’ innovation towards the intention to adopt AR moderated by perceived usefulness (PU) and perceived ease of use (PEU). This study provides some insightful AR applications in the education industry, which is in line with the Industrial Revolution 4.0 theme. It successfully identifies the importance of motivating educators and students in embracing AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia.
Keywords: augmented reality, educator innovation, technology acceptance model, perceived ease of use, perceived usefulness
Review Article
Cecilia Avila-Garzon, Jorge Bacca-Acosta, Kinshuk, Joan Duarte, Juan Betancourt
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep302
ABSTRACT
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
Keywords: augmented reality, education, learning, bibliometric, trends
Research Article
Nurullah Sahin, Mehmet Fatih Ozcan
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 198-213
ABSTRACT
The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati’t-Turk which are among the cultural heritages called “Old Turkish Language Mementoes.” In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.
Keywords: Augmented reality, Educational technology, Old Turkish language mementoes, Academic achievement, Student motivation
Research Article
Mustafa Sirakaya, Ebru Kilic Cakmak
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 297-314
ABSTRACT
Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.
Keywords: Augmented reality, Achievement, Misconception, Course engagement, Astronomy education
Research Article
Emmanuel Fokides, Aikaterini Mastrokoukou
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 154-170
ABSTRACT
The paper presents the results from a study which examined whether tablets together with a mobile application with augmented reality features can help students to better understand the functions of the respiratory and the circulatory system. The target group was 75 sixth-grade primary school students, divided into three groups. The first group was taught conventionally; students studied using a printed handbook. In the second, a constructivist teaching model was used, but the instruction was not technologically enhanced. The third group of students used tablets and an application, and the teaching was based on a slightly modified version of Bybee's 5Es model. All three groups of students worked in pairs, they were taught the same learning material, and the teacher acted as a facilitator of the process. Data were collected by means of a questionnaire and evaluation sheets. Results indicated that students in the third group outperformed students in the other two groups. The results can be attributed to students' enjoyment, motivation, and positive attitude towards the use of tablets as well as to the teaching method. The study's implications are also discussed.
Keywords: Augmented reality, Circulatory system, Mobile applications, Tablet computers