Teachers’ Professional Training through Augmented Reality: A Literature Review
Abstract
:1. Introduction
1.1. Theoretical Framework
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- It is a mixed reality that allows a view of the physical environment accompanied by the visualization of interrelated digital components.
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- The input is integrated and occurs in real time, i.e., both real and virtual information are delivered in parallel.
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- It offers a variety of layers of digital information, allowing the interleaving of different digital elements, such as text, graphics, audio, video, web pages, 3D objects, etc.
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- It allows interaction, which means the result of the digital information allows the user to interact with it; for example, 3D objects allow for a variety of options such as the objects being rotated or enlarged, where the animation can even be activated or deactivated. It can improve or change parts of reality when using technological devices that display additional information seen through the screen. It then requires the user’s mediation for it to take place.
Types of Augmented Reality (AR)
2. Materials and Methods
2.1. Validity
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- Internal validity: the analysis of each study included the analysis of the keywords, abstract, article content, methodological approach, and type of research.
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- External validity: the studies that lacked validation and discussion of the results were excluded.
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- Conclusion validity: the Joanna Briggs Institute evaluation criteria for Systematic Literature Reviews were applied in relation to transparency, replicability, quality, and meta-aggregation [37].
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- The validity of the study was carried out under three approaches: Internal validity, external validity and, conclusion validity. In short, the keywords, the quality of the methodological design, the coherence between the methodological design, the results and conclusions were analyzed by following the Joanna Briggs Institute guidelines. As a result data matrix (Excel document) was elaborated. This systematic review in turn used a quality protocol for data analysis (Section 2.4).
2.2. Inclusion and Exclusion Criteria
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- Inclusion criteria: (a) publication period from 2012 to October 2022; (b) articles indexed in Scopus; (c) articles in English; (d) studies related to teacher training for the didactic use of Augmented Reality.
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- Exclusion criteria: date of publication, type of research (tutorials, essays), and relation to the object of study and the aim of the research.
2.3. Search Indicators
2.4. Data Analysis
2.5. Information Selection and Representation
3. Results
- Q1. What are the main bibliometric indicators of scientific production in terms of publication sources of a regional and institutional origin?
- Q2. What are the most representative keywords used in the research studies?
- Q3. What types of studies are the most common in the scientific literature?
- Q4. Which studies use reliability and validity processes in the design and application of the instruments applied?
- Q5. Which AR components are mainly used by teachers? At which stage of teacher training were they applied?
- (1)
- Use of 360° videos in AR. Studies based on the use of immersive videos in Augmented Reality.
- (2)
- Virtual environments embedded in AR. Studies based on virtual learning environments and their integration with Augmented Reality technology.
- (3)
- Teacher’s digital competencies. Studies focused on the development of digital teaching skills through the use of Augmented Reality.
- (4)
- Learning applications for AR. Studies focused on the use of various gaming applications and learning environments; for example, mobile learning or ubiquitous games.
- (5)
- Development or adaptation of new Augmented Reality technologies. For example, plugin development (COPIE-STEM protocol).
- (1)
- With markers (e.g., images, QR, printed images). A visual or activation key is provided to know where to position the AR content.
- (2)
- Without markers. A visual or activation key is not provided.
- (3)
- Projection-based. The projection of virtual animations (from a mobile device, for example) is used on a surface of the world, whether a “real or physical world”.
- (4)
- Superimposition-based. It partially or totally replaces the view of a physical object with an augmented view of that same object.
- (1)
- Expert (teachers with teaching experience).
- (2)
- Beginner (teachers new to teaching).
- (3)
- Pre-service (teacher-training students).
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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(1) Based on Its Technological Component | (2) Based on Its Virtual Component | (3) Based on Functionality | |
---|---|---|---|
(3.1) Functionality: Augmented Perception | (3.2) Functionality: Artificial Environments | ||
Level 1: black and white pattern (QR codes) | Image | Documented reality and Virtual Reality | Envisaging a reality that could exist in the future, associating real and virtual components |
Level 2: image | 3D | Reality with augmented perception or comprehension | |
Level 3: animation | Video | Perceptual association of the real and the virtual | Envisaging a reality that occurred in the past, associating the real with the virtual |
Level 4: coordinates determined by GPS coordinates | Audio | Behavioral association of the real and the virtual | |
Level 5: thermal footprint | Multimedia | Substitution of the real by virtual or virtualized reality | Envisaging impossible reality scenarios |
Keywords | Articles with at Least 100 Citations |
---|---|
Augmented Reality (59) | [41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57] (Chen and Tsai 2012, Kamarainen et al., 2013, Lin et al., 2013, Wojciechowski and Cellary 2013, Di Serio et al., 2013, Cai et al., 2014, Sommerauer and Müller 2014, Zhang et al., 2014, Chiang et al., 2014, Fonseca et al., 2014, Ibáñez et al., 2014, Akçayir et al., 2016, Yilmaz 2016, Huang et al., 2016, Hsu 2017b, Chang and Hwang 2018, Sahin and Yilmaz 2020) |
Students (32) | [41,42,43,45,46,47,48,49,51,52,54,55,57] (Chen and Tsai 2012, Lin et al., 2013, Di Serio et al., 2013, Kamarainen et al., 2013, Zhang et al., 2014, Chiang et al., 2014, Fonseca et al., 2014, Ibáñez et al., 2014, Akçayir et al. 2016, Huang et al. 2016, Hsu 2017b, Chang and Hwang 2018, Sahin and Yilmaz 2020) |
Education (26) | [47,51,52,54] (Kamarainen et al., 2013, Akçayir et al., 2016, Huang et al., 2016, Hsu 2017b) |
Computer-aided instruction (21) | [41,42,43,46,47,48,50,54,55,56,57] (Chen and Tsai 2012, Di Serio et al., 2013, Lin et al., 2013, Wojciechowski and Cellary 2013, Zhang et al., 2014, Chiang et al., 2014, Ibáñez et al., 2014, Sommerauer and Müller 2014, Huang et al., 2016, Hsu 2017b, Chang and Hwang 2018) |
Teaching (21) | [44,46,48,51,58] (Kamarainen et al., 2013, Chiang et al., 2014, Zhang et al., 2014, Yilmaz 2016, Chang et al., 2018) |
E-Learning (17) | [55,56] (Chen and Tsai 2012, Sommerauer and Müller 2014) |
Engineering education (15) | [52,54] (Akçayir et al., 2016, Huang et al., 2016) |
Virtual Reality (14) | [49,55,57] (Chen and Tsai 2012, Lin et al., 2013, Sahin and Yilmaz 2020) |
Interactive learning environments (12) | [42,43,46,48,50,54,55,57,59] (Chen and Tsai 2012, Lin et al., 2013, Wojciechowski and Cellary 2013, Chiang et al., 2014, Ibáñez et al., 2014, Zhang et al., 2014, Huang et al., 2016, Hsu 2017a, Chang and Hwang 2018) |
Learning systems (11) | [42,43,46,50,54,55,57] (Chen and Tsai 2012, Lin et al., 2013, Wojciechowski and Cellary 2013, Chiang et al., 2014, Ibáñez et al., 2014, Huang et al., 2016, Chang and Hwang 2018) |
Quantitative Studies | Qualitative Studies | Mixed Method | ||||
---|---|---|---|---|---|---|
Exploratory | Descriptive | Quasi-Experimental | Exploratory | Descriptive | Quasi-Experimental | Exploratory |
[50,55,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74,75,76,77,78,79,80,81,82] | [41,83,84] | [43,45,46,47,48,49,52,54,56,57,85,86,87,88,89,90,91,92,93,94,95,96,97,98,99,100,101,102,103,104] | [51,105,106,107,108,109,110,111,112] | [51,53] | [44,113] | [42,114] |
Classification | Augmented Reality Component | Teacher Training Phase | |
---|---|---|---|
Research topic | Studies (Reference) | ||
1 | [75] | 2 | 3 |
[63] | 2 | 3 | |
[114] | 1 | 3 | |
[106] | 1 | 1, 2, 3 | |
2 | [73] | 1 | 3 |
[69] | 1 | 1, 3 | |
[105] | 1 | 1 | |
[113] | 1 | 3 | |
[108] | 1 | 3 | |
[101] | 3 | 3 | |
[102] | 2 | 3 | |
3 | [91] | 1 | 1, 3 |
[111] | 1 | 3 | |
[68] | - | 1 | |
4 | [49] | 1 | 3 |
[83] | 1 | 3 | |
[44] | 1 | 1, 3 | |
[51] | 1 | 3 | |
[70] | 1 | 3 | |
[107] | 1 | 3 | |
[85] | 1 | 3 | |
[76] | 1 | 1, 3 | |
[86] | 1 | 3 | |
[43] | 1 | 3 | |
[77] | 1 | 3 | |
[87] | 1 | 3 | |
[110] | 1 | 3 | |
[109] | 1 | 3 | |
[78] | 1 | 3 | |
[79] | 1 | 3 | |
[80] | 1 | 3 | |
[88] | 1 | 3 | |
[89] | 1 | 3 | |
[81] | 1 | 3 | |
[90] | 1 | 3 | |
[91] | 1 | 3 | |
[92] | 1 | 3 | |
[41] | 2 | 3 | |
[93] | 3 | 3 | |
[84] | 1 | 3 | |
[48] | 2 | 3 | |
[94] | 1 | 3 | |
[82] | 4 | 3 | |
[54] | 2 | 3 | |
[95] | 1 | 3 | |
[96] | 1 | 3 | |
[60] | 2 | 3 | |
[46] | 2 | 3 | |
[42] | 1 | 3 | |
[50] | 1 | 3 | |
[61] | 1 | 3 | |
[97] | 1 | 3 | |
[98] | 4 | 1, 3 | |
[64] | 1 | 3 | |
[99] | 1 | 3 | |
[62] | 1 | 3 | |
[100] | 2 | 3 | |
[53] | 1 | 2 | |
[52] | 1 | 3 | |
[55] | 1, 2 | 3 | |
[47] | 1 | 3 | |
[65] | 3 | 3 | |
[66] | 1, 3 | 3 | |
[45] | 1 | 3 | |
[57] | 1 | 3 | |
[67] | 1 | 3 | |
[56] | 1 | 3 | |
[103] | 1 | 3 | |
[71] | 1, 2 | 3 | |
[104] | - | 3 | |
[72] | - | 1 | |
5 | [112] | 1 | 3 |
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Mena, J.; Estrada-Molina, O.; Pérez-Calvo, E. Teachers’ Professional Training through Augmented Reality: A Literature Review. Educ. Sci. 2023, 13, 517. https://doi.org/10.3390/educsci13050517
Mena J, Estrada-Molina O, Pérez-Calvo E. Teachers’ Professional Training through Augmented Reality: A Literature Review. Education Sciences. 2023; 13(5):517. https://doi.org/10.3390/educsci13050517
Chicago/Turabian StyleMena, Juanjo, Odiel Estrada-Molina, and Esperanza Pérez-Calvo. 2023. "Teachers’ Professional Training through Augmented Reality: A Literature Review" Education Sciences 13, no. 5: 517. https://doi.org/10.3390/educsci13050517
APA StyleMena, J., Estrada-Molina, O., & Pérez-Calvo, E. (2023). Teachers’ Professional Training through Augmented Reality: A Literature Review. Education Sciences, 13(5), 517. https://doi.org/10.3390/educsci13050517