Insights from pre-service teachers using science-based augmented reality
This research examined the results of an exploratory case study on the use of the augmented reality (AR) platform Aurasma in the higher education science classroom. Thirty-one pre-service students, enrolled in an undergraduate science methodology course, participated in the study. Research methods included data collection of teaching reflections regarding pre-service teachers experiences using the platform Aurasma for learning. Findings included student perceptions regarding the usability of AR in the classroom setting and insights into how the Aurasma platform facilitated inquiry and understanding of science concepts. An analysis of the data suggested that AR has the potential to positively impact classroom learning experiences including an increase in motivation and engagement, teacher enthusiasm, and the facilitation of a community of practice. However, the incorporation of AR into the classroom was not without challenges, highlighting the fact that AR may be time consuming, teachers may not have the skills needed to use such technology, or there may be a lack of infrastructure. Each topic is discussed and supported by relevant literature and excerpts from the student reflections. Recommendations are given for future classroom implementation.
pre-service teachers science augmented reality (ar) visual literacy virtual technology