Keywords
Teacher Education
Higher Education
HoloLens
How to Cite
License
Copyright (c) 2023 Florian Furrer, Wolfgang Bührer, Corinne Wyss, Adrian Degonda, Jan A. Hiss
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Augmented Reality (AR) is a technology used to enrich the real world with virtual elements by using computer systems like smartphones, tablets, or specialized AR-headsets like HoloLens. Large potential is attributed to the deployment of AR in education. However, research about AR in education is incomplete, especially regarding teacher education. The practicability of AR-deployment, its impact on learning processes and the potential challenges need further attention. Teachers have a central role in educational processes and their attitude towards using technology in the classroom is crucial for its implementation. Therefore, a video study with 18 secondary-level pre-service teachers from the Zurich University of Teacher Education has been realized. In this exploratory study, the molecular browser application Molegram-Scientist was implemented in a collaborative learning unit using the AR-headset HoloLens. The analysis shows that the learning tasks were accomplished in a focused manner, despite AR-headsets being a novelty and therefore potentially distractive. The usability has shown to be satisfactory. Intuitive possibilities to interact, like dislocating in the classroom or to collaborate with other users, were used intensively. In general, the results indicate that AR-technology seems to be suitable for collaborative learning units and should be investigated further.
References
Akçayır, Murat, und Gökçe Akçayır. 2017. «Advantages and challenges associated with augmented reality for education: A systematic review of the literature». Educational Research Review 20: 1–11. https://doi.org/10.1016/j.edurev.2016.11.002.
Bortz, Jürgen, und Nicola Döring. 2006. Forschungsmethoden und Evaluation. Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-540-33306-7.
Bower, Matt, Cathie Howe, Nerida McCredie, Austin Robinson, und David Grover. 2014. «Augmented Reality in education – cases, places and potentials». Educational Media International 51 (1): 1–15. https://doi.org/10.1080/09523987.2014.889400.
Carmigniani, Julie, und Borko Furht. 2011. «Augmented Reality: An Overview». In Handbook of Augmented Reality, 3–46., New York, NY: Springer. https://doi.org/10.1007/978-1-4614-0064-6_1.
Chemical Computing Group ULC. 2017. Molecular Operating Environment (MOE). Montreal, QC, Canada. Zugriff am 11. April 2022. https://www.chemcomp.com/Products.htm.
Chen, Peng, Xiaolin Liu, Wei Cheng, und Ronghuai Huang. 2017. «A Review of Using Augmented Reality in Education from 2011 to 2016». Innovations in Smart Learning, 13–18: Singapore: Springer. https://doi.org/10.1007/978-981-10-2419-1_2.
Corsten, Michael. 2018. «Videoanalyse – Quo vadis?». In Handbuch Qualitative Videoanalyse, herausgegeben von Christine Moritz, und Michael Corsten, 799–817. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-15894-1_42.
Garcia-Bonete, Maria-Jose, Maja Jensen, und Gergely Katona. 2019. «A Practical Guide to Developing Virtual and Augmented Reality Exercises for Teaching Structural Biology». Biochemistry and Molecular Biology Education 47 (1): 16–24. https://doi.org/10.1002/bmb.21188.
Garzón, Juan. 2021. «An Overview of Twenty-Five Years of Augmented Reality in Education». MTI 5 (7): 37. https://doi.org/10.3390/mti5070037.
Garzón, Juan, Kinshuk, Silvia Baldiris, Jaime Gutiérrez, und Juan Pavón. 2020. «How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis». Educational Research Review 31:100334. https://doi.org/10.1016/j.edurev.2020.100334.
Garzón, Juan, Juan Pavón, und Silvia Baldiris. 2019. «Systematic Review and Meta-Analysis of Augmented Reality in Educational Settings». Virtual Reality 23 (4): 447–59. https://doi.org/10.1007/s10055-019-00379-9.
Geroimenko, Vladimir, Hrsg. 2020. Augmented Reality in Education: A New Technology for Teaching and Learning. Springer series on cultural computing. Cham Switzerland: Springer. https://doi.org/10.1007/978-3-030-42156-4.
Herb, Julia, und Petra Gieß-Stüber. 2018. «Qualitative Daten quantifizieren: Videogestützte Analyse von Trainer*innenverhalten in Gesundheitssportkursen». In Handbuch Qualitative Videoanalyse, herausgegeben von Christine Moritz, und Michael Corsten, 385–406. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-15894-1_20.
İbili, Emin, Mevlüt Çat, Dmitry Resnyansky, Sami Şahin, und Mark Billinghurst. 2020. «An Assessment of Geometry Teaching Supported with Augmented Reality Teaching Materials to Enhance Students’ 3D Geometry Thinking Skills». International Journal of Mathematical Education in Science and Technology 51 (2): 224–46. https://doi.org/10.1080/0020739X.2019.1583382.
Kaufmann, Hannes. 2003. Collaborative augmented reality in education. https://www.ims.tuwien.ac.at/publications/tuw-137414.
Kazanidis, Ioannis, Nikolaos Pellas, und Athanasios Christopoulos. 2021. «A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies». MTI 5 (3): 9. https://doi.org/10.3390/mti5030009.
Kellems, Ryan O., Giulia Cacciatore, und Kaitlyn Osborne. 2019. «Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students with Disabilities». Career Development and Transition for Exceptional Individuals 42 (4): 253–58. https://doi.org/10.1177/2165143418822800.
Kempke, Tom, und Juliana Zeidler. 2022. «Augmented Reality in Inclusive Chemistry Education». CHEMKON. https://doi.org/10.1002/ckon.202100076.
Kesim, Mehmet, und Yasin Ozarslan. 2012. «Augmented Reality in Education: Current Technologies and the Potential for Education». Procedia – Social and Behavioral Sciences 47: 297–302. https://doi.org/10.1016/j.sbspro.2012.06.654.
Lachner, Andreas, Katharina Scheiter, und Kathleen Stürmer. 2020. «Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerinnen- und Lehrerbildung». In Handbuch Lehrerinnen- und Lehrerbildung, herausgegeben von Colin Cramer, Johannes König, Martin Rothland, und Sigrid Blömeke, 67–75. Bad Heilbrunn: Julius Klinkhardt.
Lee, Kangdon. 2012. «Augmented Reality in Education and Training». TechTrends 56 (2): 13–21. https://doi.org/10.1007/s11528-012-0559-3.
Li, Mingchao, und Liping Liu. 2022. «Studentsʼ Perceptions of Augmented Reality Integrated into a Mobile Learning Environment». LHT. https://doi.org/10.1108/lht-10-2021-0345.
Liu, Yufei, V. E. Sathishkumar, und Adhiyaman Manickam. 2022. «Augmented reality technology based on school physical education training». Computers and Electrical Engineering 99: 107807. https://doi.org/10.1016/j.compeleceng.2022.107807.
López-Belmonte, Jesús, Antonio-José Moreno-Guerrero, Juan-Antonio López-Núñez, und Francisco-Javier Hinojo-Lucena. 2020. «Augmented reality in education. A scientific mapping in Web of Science». Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2020.1859546.
Mayring, Philipp. 2015. Qualitative Inhaltsanalyse: Grundlagen und Techniken. 12., überarbeitete Auflage. Weinheim: Beltz.
Mohamad Nizar, Nur Nabihah, Mohd Khairezan Rahmat, Siti Zuraida Maaruf, und Siti Maftuhah Damio. 2022. «The Development of Mobile Augmented Reality: 3-Dimensional Video». ijsms 7 (1): 107. https://doi.org/10.24191/ijsms.v7i1.17782.
Muhammad Nur Affendy, Nor’a, und Ismail Ajune Wanis. 2019. «A Review on Collaborative Learning Environment across Virtual and Augmented Reality Technology». IOP Conf. Ser. Mater. Sci. Eng. 551 (1): 12050. https://doi.org/10.1088/1757-899X/551/1/012050.
Nincarean, Danakorn, Mohamad Bilal Alia, Noor Dayana Abdul Halim, und Mohd Hishamuddin Abdul Rahman. 2013. «Mobile Augmented Reality: The Potential for Education». Procedia – Social and Behavioral Sciences 103: 657–64. https://doi.org/10.1016/j.sbspro.2013.10.385.
Peterson, Celeste N., Sara Z. Tavana, Olukemi P. Akinleye, Walter H. Johnson, und Melanie B. Berkmen. 2020. «An Idea to Explore: Use of Augmented Reality for Teaching Three-Dimensional Biomolecular Structures». Biochemistry and Molecular Biology Education 48 (3): 276–82. https://doi.org/10.1002/bmb.21341.
Petko, Dominik, und Beat Döbeli Honegger. 2011. «Digitale Medien in der schweizerischen Lehrerinnen- und Lehrerbildung: Hintergründe, Ansätze und Perspektiven». Beiträge zur Lehrerbildung 29 (2): 155-171. https://doi.org/10.25656/01:13775.
Rädiker, Stefan, und Udo Kuckartz. 2019. Analyse qualitativer Daten mit MAXQDA. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-22095-2.
Safadel, Parviz, und David White. 2019. «Facilitating Molecular Biology Teaching by Using Augmented Reality (AR) and Protein Data Bank (PDB)». TechTrends 63 (2): 188–93. https://doi.org/10.1007/s11528-018-0343-0.
Sánchez Luquerna, Jairo, und Mario Humberto Ramírez Diaz. 2022. «Augmented Reality in Physics Teaching». European Journal of Physics Education 13 (1): 14–27. http://31.220.4.173/index.php/ejpe/article/view/322.
Schranz, Christine. 2014. «Augmented Reality in Design». In Design, User Experience, and Usability: User Experience Design for Diverse Interaction Platforms and Environments ; Third International Conference, DUXU 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22–27, 2014 ; Proceedings, Part II. Bd. 8518, herausgegeben von David Hutchison, Takeo Kanade, Josef Kittler, Jon M. Kleinberg, Alfred Kobsa, Friedemann Mattern, John C. Mitchell et al., 624–35. Lecture Notes in Computer Science 8518. Cham: Springer. https://doi.org/10.1007/978-3-319-07626-3_59.
Tuma, René, und Bernt Schnettler. 2014. «Videographie». In Handbuch Methoden der empirischen Sozialforschung, herausgegeben von Nina Baur, und Jörg Blasius, 875–86. Wiesbaden: Springer. https://doi.org/10.1007/978-3-531-18939-068.
Tuma, René, Bernt Schnettler, und Hubert Knoblauch. 2013. Videographie. Wiesbaden: Springer. https://doi.org/10.1007/978-3-531-18732-7.
Tzima, Stavroula, Georgios Styliaras, und Athanasios Bassounas. 2019. «Augmented Reality Applications in Education: Teachers Point of View». Education Sciences 9 (2): 99. https://doi.org/10.3390/educsci9020099.
Wyss, Corinne, Wolfgang Bührer, Florian Furrer, Adrian Degonda, und Jan A. Hiss. 2021. «Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens – Results of an Exploratory Study and Pedagogical Considerations». MTI 5 (8). https://doi.org/10.3390/mti5080045.
Wyss, Corinne, Adrian Degonda, Wolfgang Bührer, und Florian Furrer. 2022. «The Impact of Student Characteristics for Working with AR Technologies in Higher Education—Findings from an Exploratory Study with Microsoft HoloLens». Information 13 (3). https://doi.org/10.3390/info13030112.