Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom

This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575...

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Detalles Bibliográficos
Autores: Díaz Noguera, María Dolores, Martín Gutiérrez, Ángela, García Jiménez, Jesús, Hervás Gómez, Carlos
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/150491
Acceso en línea:https://hdl.handle.net/11441/150491
https://doi.org/10.12973/ijem.9.4.787
Access Level:acceso abierto
Palabra clave:Augmented reality
Effective learning experience
Innovation, motivation
Situated learning
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spelling Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroomDíaz Noguera, María DoloresMartín Gutiérrez, ÁngelaGarcía Jiménez, JesúsHervás Gómez, CarlosAugmented realityEffective learning experienceInnovation, motivationSituated learningThis research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.Eurasian Society of Educational ResearchDidáctica y Organización Educativa2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/150491https://doi.org/10.12973/ijem.9.4.787reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInternational Journal of Educational Methodology, 9 (4), 787-799.https://doi.org/10.12973/ijem.9.4.787info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1504912026-06-17T12:51:07Z
dc.title.none.fl_str_mv Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
title Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
spellingShingle Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
Díaz Noguera, María Dolores
Augmented reality
Effective learning experience
Innovation, motivation
Situated learning
title_short Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
title_full Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
title_fullStr Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
title_full_unstemmed Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
title_sort Situated learning and education: development and validation of the future teacher attitudes scale in the application of augmented reality in the classroom
dc.creator.none.fl_str_mv Díaz Noguera, María Dolores
Martín Gutiérrez, Ángela
García Jiménez, Jesús
Hervás Gómez, Carlos
author Díaz Noguera, María Dolores
author_facet Díaz Noguera, María Dolores
Martín Gutiérrez, Ángela
García Jiménez, Jesús
Hervás Gómez, Carlos
author_role author
author2 Martín Gutiérrez, Ángela
García Jiménez, Jesús
Hervás Gómez, Carlos
author2_role author
author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
dc.subject.none.fl_str_mv Augmented reality
Effective learning experience
Innovation, motivation
Situated learning
topic Augmented reality
Effective learning experience
Innovation, motivation
Situated learning
description This research article focuses on the design and validation of a questionnaire to analyse future teachers' perceptions of professional skills through the use of Augmented Reality (AR) in higher education, specifically for students in the field of Educational Sciences. The sample consisted of 575 students of Early Childhood Education, Primary Education and Pedagogy during the academic year (2021/2022). The focus of this study is to authenticate a questionnaire that measures the influence of Augmented Reality (AR) on aspects such as situated learning, motivation, and the necessary instructional preparations for the successful integration of AR within classroom educational encounters. The questionnaire is an online Likert-type scale developed based on three dimensions: situated learning, motivation and training. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 25 and JASP 0.17.1. The questionnaire met the standards recommended for validation. However, improvements to the instrument are suggested. In conclusion, validation of instruments is necessary to gain a rigorous understanding of the impact of new learning environments.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/150491
https://doi.org/10.12973/ijem.9.4.787
url https://hdl.handle.net/11441/150491
https://doi.org/10.12973/ijem.9.4.787
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Educational Methodology, 9 (4), 787-799.
https://doi.org/10.12973/ijem.9.4.787
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Eurasian Society of Educational Research
publisher.none.fl_str_mv Eurasian Society of Educational Research
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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