Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education

García, Gerardo Gómez; Lucena, Francisco Javier Hinojo; Alonso-García, Santiago; Rodríguez, José María Romero

doi:10.3390/educsci11060275

Cited by 19 publications

(17 citation statements)

References 28 publications

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“…Comparatively, this study found that the students thought that the use of m-learning and CAPE framework was an effective and smart approach to English learning, as the gamebased quizzes, group discussions and classroom activities were perceived to produce a significant change in their receptive skills. This finding is in tandem with notable studies on m-learning which recommend m-learning for preservice teacher education, higher education and primary education with models of good teaching practice and is perceived as effective when integrated with artificial intelligence (Romero-Rodr ıguez et al, 2020b;G omez-Garc ıa et al, 2021). This result unveils the suppositions from studies on LDfs that contextual inputs in form of activities play a significant role in language teaching (Anderson, 2017a).…”

Section: Discussionsupporting

confidence: 70%

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Utilizing mobile-learning and CAP(E) lesson framework in improving the productive skills of learners in a hybrid environment

Ironsi

Bostanci

2022

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PurposeResearch advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies on mobile learning have neglected this aspect of technology integration resulting in numerous challenges. Moreover, there is evidence in the literature showing a scarcity of studies on the use of mobile learning in teaching productive skills. On the other hand, linguists recommend the use of responsive lesson design frameworks in language teaching, claiming effectiveness in teaching all language skills. However, responsive lesson design frameworks are yet to be implemented in a classroom setting. To bridge these gaps in scientific literature, our study decides to utilize the CAPE framework as a good teaching method for improving the productive skills of students in mobile-based instruction.Design/methodology/approachThis study utilizes a mixed-methods research design with an experimental approach. Post-tests and interviews were employed to elicit information from the student-participants on the objective of the study.FindingsFollowing the analysis of the collected data, notable findings were obtained. While there was evidence to show that the students perceived m-learning as boring and ineffective when incorporated with a traditional lesson framework, our study unveiled that students showed a different perception when incorporated with the CAPE framework.Practical implicationsOur study unveils that integrating responsive lesson frameworks with m-learning improves the speaking and writing skills of students.Originality/valueThis study provides empirical evidence to show the role of good teaching practices like integrating responsive LDFs and mobile learning in improving the productive skills of students. This study is the first to investigate the integration of CAPE and mobile learning in enhancing expressive skills.

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Section: Discussionsupporting

confidence: 70%

“…This finding is in tandem with notable studies on m-learning which recommend m-learning for preservice teacher education, higher education and primary education with models of good teaching practice and is perceived as effective when integrated with artificial intelligence (Romero-Rodríguez et al. , 2020b; Gómez-García et al. , 2021).…”

Section: Discussionsupporting

confidence: 69%

Utilizing mobile-learning and CAP(E) lesson framework in improving the productive skills of learners in a hybrid environment

Ironsi

Bostanci

2022

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“…A study showed that the AR experiment promoted only a slight increase in student motivation Gomez-Garcia et al (2021). However, no significant differences were found between the control and experimental groups.…”

Section: Impact Of Augmented Reality Technology On Teaching Effective...mentioning

confidence: 97%

An overview of applications and trends in the use of extended reality for teaching effectiveness: an umbrella review based on 20 meta-analysis studies

Dong

Zhou

et al. 2023

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Purpose The purpose of this paper is to study the application ways of extended reality (XR) in teaching, the specific teaching effects and how to implement teaching integration. Design/methodology/approach The study adopts an umbrella review approach, locates and screens 20 pertinent meta-analysis studies published in international journals and conducts a systematic review of the effects of teaching applications of XR technologies in terms of subject categories, education levels and teaching cycles. Findings The study finds that the effects of virtual reality and augmented reality technologies on teaching effectiveness can reach up to 0.723 and 0.951, indicating that XR technologies can improve teaching. Practical implications Through the systematic analysis of 20 related element analysis studies published in international journals, the specific methods and effects of XR technology applied to teaching are finally obtained and put forward the new application trend of XR promoting teaching effect. Originality/value In the past decade, more and more research has also focused on the specific methods and effects of XR technology applied to teaching. However, there are still problems such as unclear technology application path and unclear effect. Based on this, it is necessary to further conduct an overall overview and analysis of the impact of XR technology on teaching effect when it is integrated into teaching, systematically study the teaching effect of XR technology in different education levels and subject types and provide a theoretical basis for more detailed research on XR technology integration into teaching.

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“…With respect to AR books, in particular, several research studies focused on the use of AR books by university students [31]- [35] to examine their cognitive load, motivation, and attitudes [33], [34] to examine their learning in Biology [35], and to examine their motivation and improvement in academic performance [31], [32]. The majority of previous studies measured attitudes and behaviors, such as acceptance, adoption, and confidence towards AR books targeting adults, for example, university students [33] or future teachers [6], [36] or parents [37]- [39]. The studies that targeted parents examined their interaction with young children while reading AR books [37], [39].…”

Section: Related Workmentioning

confidence: 99%

“…Examples of innovative student-centered learning environments include web-based interactive learning environments [2], [3], gamified applications for mobile devices [4], applications employing the Internet of Things [5], immersive virtual reality applications, and augmented reality (AR) applications. These emerging technologies allow for immersive and experiential learning within a classroom [6] while at the same time being motivational for learners to use.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

Roumba¹,

Nicolaidou

2022

Int. J. Interact. Mob. Technol.

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Augmented Reality (AR) books show potential to increase young learners’ reading motivation, which is important given children's declining reading motivation over the school years. Previous studies measured reading motivation only in higher education and only after users’ experience with AR. Few empirical studies have focused on school-aged children and those examined attitudes, not motivation. This study aimed to: a) examine how young children's motivation changes through the experience of reading AR books and b) document their attitudes and behaviors after this experience. Participants in this pre-test post-test case study were 40 fourth and fifth graders. Data sources included validated questionnaires and an observation protocol of children’s behavior while interacting with AR books. The results of paired samples t-tests for children's motivation indicated a statistically significant increase in attention (t (39) = - 3.07, p = 0.004), confidence (t (39) = - 2.44, p = 0.019) and satisfaction (t (39) = - 3.26, p = 0.002). Children read comfortably, seemed focused, and were eager to read more. They showed a high level of enthusiasm with AR technology when interacting with the first AR book, which notably decreased with the second book. The children maintained positive attitudes and behaviors towards AR. The study showed that even through short-term interactions, AR books have the potential to increase young students’ reading motivation. It adds to our knowledge concerning the use of AR books by primary school children, who are under-represented in the literature. Directions for future research are drawn.

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Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education

Cited by 19 publications

References 28 publications

Utilizing mobile-learning and CAP(E) lesson framework in improving the productive skills of learners in a hybrid environment

Utilizing mobile-learning and CAP(E) lesson framework in improving the productive skills of learners in a hybrid environment

An overview of applications and trends in the use of extended reality for teaching effectiveness: an umbrella review based on 20 meta-analysis studies

Augmented Reality Books: Motivation, Attitudes, and Behaviors of Young Readers

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