How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the developme...

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Bibliographic Details
Published in:Education sciences 2024-03, Vol.14 (3), p.264
Main Authors: Henne, Anna, Syskowski, Sabrina, Krug, Manuel, Möhrke, Philipp, Thoms, Lars-Jochen, Huwer, Johannes
Format: Article
Language:English
Subjects:
Analysis
assessment
Augmented Reality
Cognitive load
Collaboration
Education
Educational Benefits
Educational Environment
Educational objectives
Experiments
Germany
Learning
lesson planning
Preservice teachers
rubric
School environment
Science education
Seminars
Students
Teacher education
teacher training
Teachers
Teaching
Training
Visualization
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Summary:Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for evaluating both educational AR and AR’s educational integration. However, no current studies provide such a rubric for assessing AR’s pedagogical implementation. Hence, a scoring rubric, EVAR (Evaluating Augmented Reality in Education), was developed based on the framework for the analysis and development of augmented reality in science and engineering teaching by Czok and colleagues, and extended with core concepts of instructional design and lesson organization, featuring 18 items in five subscales rated on a four-point Likert scale. To evaluate the validity and reliability of the scoring rubric, AR learning scenarios, designed by eleven master’s seminar pre-service teacher students at the University of Konstanz, majoring in biology, chemistry, or physics, were assessed by five AR experts using the newly developed scoring rubric. The results reveal that a simple classification of AR characteristics is insufficient for evaluating its pedagogical quality in learning scenarios. Instead, the newly developed scoring rubric for evaluating AR in educational settings showed high inter-rater reliability and can discriminate between different groups according to the educational quality of the AR and the implementation of AR into lesson planning.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14030264