Augmented Reality Applications in the Classroom: Teachers’ Experience

Abstract

Augmented Reality is overlaying three-dimensional images or videos on a surrounding physical environment. Many studies have proven that Augmented Reality (AR) can enhance users’ learning experience and promote their engagement and excitement. There are also studies showing that teachers have a positive attitude towards using AR as an educational tool in the classroom. However, there is a lack of AR applications implemented in schools and there is limited research examining K-12 teachers’ use of AR applications. Hence, this study followed a qualitative approach by conducting in-depth interviews to understand the experiences of six K-12 teachers in Australian schools that had used and implemented AR in their classrooms. This research aimed at uncovering the underlying advantages and challenges teachers and their students have faced when working with AR in the classroom, and the teachers’ intentions for future use. Our findings show that the teachers believed AR is a valuable learning experience, and they would use it in the classroom if it served their needs. Teachers also believed AR provided new ways for children to express learning and enhanced school and community engagement. They listed curriculum, time constraints and support, followed by students’ ages, space, equipment, and technical issues as challenges for AR use. The most emphasized challenges were curriculum fit and mapping AR applications with curriculum, as well as lack of educational AR applications and applications that are co-designed with educators and students. We believe our findings will help designers, researchers, and schools to better understand teachers’ requirements which can be used to inform the design of more efficient and effective AR applications that will serve the needs of its users and minimize the disruption on the classroom environment.