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Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework
Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to int...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9136798/ https://www.ncbi.nlm.nih.gov/pubmed/35668897 http://dx.doi.org/10.1007/s10639-022-11123-3 |
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author | Belda-Medina, Jose Calvo-Ferrer, José Ramón |
author_facet | Belda-Medina, Jose Calvo-Ferrer, José Ramón |
author_sort | Belda-Medina, Jose |
collection | PubMed |
description | Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-022-11123-3. |
format | Online Article Text |
id | pubmed-9136798 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-91367982022-06-02 Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework Belda-Medina, Jose Calvo-Ferrer, José Ramón Educ Inf Technol (Dordr) Article Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-022-11123-3. Springer US 2022-05-27 2022 /pmc/articles/PMC9136798/ /pubmed/35668897 http://dx.doi.org/10.1007/s10639-022-11123-3 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Belda-Medina, Jose Calvo-Ferrer, José Ramón Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title | Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title_full | Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title_fullStr | Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title_full_unstemmed | Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title_short | Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework |
title_sort | integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the tpack framework |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9136798/ https://www.ncbi.nlm.nih.gov/pubmed/35668897 http://dx.doi.org/10.1007/s10639-022-11123-3 |
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