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Title: Development and validation of the teachers’ augmented reality competences (TARC) scale
Authors: Nikou, Stavros A.
Perifanou, Maria
Economides, Anastasios A.
Type: Article
Subjects: FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)
FRASCATI::Natural sciences::Computer and information sciences
FRASCATI::Social sciences::Educational sciences
FRASCATI::Social sciences::Media and communications::Information science (social aspects)
Keywords: teachers' digital competence
teachers' digital skills
augmented reality skills
AR skills
digital competence
digital skills
scale development
Issue Date: 2023
Publisher: Springer
Source: Journal of Computers in Education
Abstract: While augmented reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it in instructional practices is the lack of teachers’ AR competences. Therefore, there is an increasing need to address the required competences needed by teachers to effectively integrate augmented reality (AR) in their teaching. This study develops and validates a comprehensive augmented reality competences scale for teachers. The suggested instrument encompasses skills related to the creation, use and management of augment reality resources for teaching. The scale was validated on a sample of 150 educators from 45 countries teaching in primary, secondary or tertiary levels. Confirmatory factor analysis demonstrated valid results in terms of model fit criteria, factor loadings, validity, and reliability. The final scale is composed of 11 items and 4 competence components. Teaching subject, general digital skills and previous AR class experience revealed significant differences across the scale components, while gender and age did not reveal any significant associations. Educators in higher education institutions self-reported higher competence level for designing, developing, and modifying AR resources compared to secondary and primary levels. The scale can be used by educators to self-assess their AR competences, teacher professional development institutions and policy makers to develop training programs in AR and software companies to develop AR experiences that can empower educators.
ISSN: 2197-9987
Other Identifiers: 10.1007/s40692-023-00288-6
Appears in Collections:Department of Economics

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