Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

Abstract

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

Applications of Augmented Reality in Mathematics Learning: A Bibliometric and Content Analysis

“…Teachers assume a pivotal role in STEM education, contributing by delivering dynamic learning materials and pertinent content to engage students and foster their skill development. The investigations within this cluster focus on teacher professional development concerning the potential of AR games in educational training, as evidenced by studies conducted by Lasica et al [21], Pombo & Marques [22], Schutera [23], and Bagossi et al [24]. These inquiries propose that sustained teacher training can alter perceptions of technology and enhance teacher expertise, encouraging the exploration of AR games in educational settings, as indicated by Marques & Pombo [25].…”

“…Key challenges include determining effective approaches and suitable mediums for integrating AR to enhance mathematical literacy skills, as noted by Pujiastuti [43]. Additionally, it is crucial to develop AR-based teaching materials tailored to specific education levels, as indicated by Koparan [44] and Ozcakir & Cakiroglu [45], and to provide guidelines for teacher training, as emphasized by Pombo & Marques [22]. These aspects collectively underscore the importance of continued research and development in the field to fully harness the potential of AR in mathematics education.…”

Penggunaan Augmented Reality dalam Pembelajaran Matematika: Sebuah Analisis Berdasarkan Studi Literatur

“…Walaupun Augmented Reality (AR) memiliki potensi revolusioner dalam meningkatkan pemahaman konsep matematika, penggunaan teknologi ini tentu datang dengan serangkaian tantangan. Salah satu hambatan utama adalah kurangnya kesadaran dan pelatihan tentang AR di kalangan guru matematika (Barroso-Osuna et al, 2019); (Pombo & Marques, 2021); (Alzahrani, 2020); (Belda-Medina & Calvo-Ferrer, 2022). Hal ini mempengaruhi kemampuan mereka untuk memanfaatkan teknologi ini secara efektif.…”