Augmented Reality and Primary Education: Linkage, Potentiality and Applicability from the Perspective of Teachers in Initial Training

Augmented Reality and Primary Education: Linkage, Potentiality and Applicability from the Perspective of Teachers in Initial Training

Olga MORENO-FERNÁNDEZ, Carmen SOLÍS-ESPALLARGAS, Pilar MORENO-CRESPO & Mario FERRERAS-LISTÁN

ABSTRACT
Augmented reality is presented as a new technology that offers a different way of teaching in an effective and attractive way, allowing the enrichment of educational scenarios by providing complementary virtual information. This study aims to know the notions that teachers in training have about augmented reality in terms of its conception, its potential and its possible didactic application in primary education classrooms. For this purpose, a questionnaire has been developed from a previous study which, after being validated, has been passed on to a sample of 239 Primary Education students. The SPSS statistical package (v25) was used for the analysis of the data and among the results of the dimensions studied; it should be noted that Augmented Reality is perceived as a very useful educational resource. It also has great potential for primary school student learning, since it helps to promote the development of curricular content, being an attractive, fun, dynamic and versatile tool, among other characteristics. It is concluded that, although augmented reality is a technology that helps and facilitates the understanding of curricular content, it is necessary to train teachers to use it correctly, and the use of these tools continues to be a challenge for educators.

KEYWORDS: Augmented reality, Didactic resource, Teacher training, Primary education.

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