Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/1609
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dc.contributor.authorPerifanou, Maria-
dc.contributor.authorEconomides, Anastasios A.-
dc.contributor.authorNikou, Stavros A.-
dc.date.accessioned2023-10-30T19:36:26Z-
dc.date.available2023-10-30T19:36:26Z-
dc.date.issued2022-
dc.identifier10.3390/fi15010020en_US
dc.identifier.issn1999-5903en_US
dc.identifier.urihttps://doi.org/10.3390/fi15010020en_US
dc.identifier.urihttps://ruomo.lib.uom.gr/handle/7000/1609-
dc.description.abstractThe integration of augmented reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education; therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital skills, classroom management issues, and security and ethical issues. Moreover, survey participants highlighted the need for raising teachers’ awareness for the added value of AR in education and the need for teachers’ continuous professional development. Implications and future research recommendations on the integration of AR in education are discussed.en_US
dc.language.isoenen_US
dc.publisherMDPIen_US
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.sourceFuture Interneten_US
dc.subjectFRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)en_US
dc.subjectFRASCATI::Natural sciences::Computer and information sciencesen_US
dc.subjectFRASCATI::Social sciences::Media and communicationsen_US
dc.subjectFRASCATI::Social sciences::Media and communications::Information science (social aspects)en_US
dc.subject.otheraugmented realityen_US
dc.subject.otherARen_US
dc.subject.otherteachers' skillsen_US
dc.subject.othereducators' skillsen_US
dc.subject.otherteachers' digital skillsen_US
dc.subject.othereducators' digital skillsen_US
dc.subject.otherdigital teachingen_US
dc.subject.otherAR-enhanced teachingen_US
dc.subject.otheraugmented reality in teachingen_US
dc.subject.otheraugmented reality in educationen_US
dc.subject.otherteachers' trainingen_US
dc.subject.otherteachers' professional developmenten_US
dc.titleTeachers’ Views on Integrating Augmented Reality in Education: Needs, Opportunities, Challenges and Recommendationsen_US
dc.typeArticleen_US
dc.contributor.departmentΤμήμα Οικονομικών Επιστημώνel
local.identifier.volume15en_US
local.identifier.issue1en_US
local.identifier.firstpage20en_US
Appears in Collections:Department of Economics



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