AUGMENTED REALITY IN TEACHER EDUCATION. A FRAMEWORK TO SUPPORT TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Article Sidebar
Published
May 19, 2020
Main Article Content
Abstract
In this article the use of Augmented Reality (AR) as an educational technology in classroom applications and teacher training is suggested. AR is a combination of real-world information with digital information overlaid. A review of the research literature on AR learning environments reveals that in most studies AR contributes to successful learning and increased motivation. An evaluation study reveals that teachers’ ability of self-concept for implementing AR within their classrooms is closely related to educational technology and the technology itself in general. Here, teachers need orchestrated support for implementing AR in classrooms. Subsequently, a model for design and implementation of AR classroom application is suggested. These suggestions are illustrated by some exemplary AR classroom learning environments. This paper closes with recommendations for future research, in which more basic and controlled experimental research is needed in order to get a valid impression about the benefits of AR as classroom technology.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. doi: 10.1016/j.edurev.2016.11.002
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computer & Education, 52(1), 154–168.
Bacca, J., Baldiris, S., Fabregat, R., & Kinshuk. (2019). Framework for designing motivational augmented reality applications in vocational education and training. Australasian Journal of Educational Technology, 35(3). doi: 10.14742/ajet.4182
Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2–3), 73–272. doi: 10.1561/1100000049
Buchner, J., & Zumbach, J. (2018). Promoting intrinsic motivation with a mobile augmented reality learning environment. In A. Sanchez, & P. Isaias (Eds.), Proceedings of the 14th Intl. Mobile Learning Conference. (pp. 55-61). Lisbon, PT: IADIS.
Chen, C.-H., Su, C. C., Lee, P.-Y., & Wu, F.-G. (2007). Augmented interface for children Chinese learning. In J. M. Spector, D. G. Sampson, T. Okamoto, Kinshuk, S. A. Cerri, … Akihiro Kashihara (Eds.), Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 268–270. doi: 10.1109/ICALT.2007.76
Chen, Y.-C., Chi, H.-L., Hung, W.-H., & Kang, S.-C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal for Professional Issues in Engineering Education and Practice, 137(4), 267–276. doi: 10.1061/(ASCE)EI.1943-5541.0000078
Chen, Yu-Chien. (2006). A study of comparing the use of augmented reality and physical models in chemistry education. Proceedings of the 2006 ACM International Conference on Virtual Reality Continuum and Its Applications - VRCIA ’06, 369. doi: 10.1145/1128923.1128990
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596. doi: 10.1016/j.compedu.2012.03.002
Dunleavy, M., & Dede, C. (2014). Augmented Reality Teaching and Learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 735–745). New York, NY, USA: Springer. doi: 10.1007/978-1-4614-3185-5_59
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (Eds.). (2019). Preparing for life in a digital world. IEA International Computer and Information Literacy Study 2018. International Report. International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf
Freitas, R., & Campos, P. (2008). SMART: A system of augmented reality for teaching 2nd grade students. Proceedings of the 22nd British Computer Society Conference on Human-Computer-Interaction (HCI 2008), 27–30.
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27, 244–260. doi: 10.1016/j.edurev.2019.04.001
Guo, P. (2013, November 13). Optimal video length for student engagement [Web log post]. Retrieved from http://blog.edx.org/optimal-video-length-student-engagement
Herber, H.-J. (1998a). Innere Differenzierung. Pädagogisches Handeln, 2, 69-81.
Kattmann, U., Duit, R. Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion. Zeitschrift für Didaktik der Naturwissenschaften, 3, 3–18.
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39.
Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3–4), 163–174.
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: Current technologies and the potential for education. Procedia - Social and Behavioral Sciences, 47, 297–302. doi: 10.1016/j.sbspro.2012.06.654
Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science-based augmented reality games. New Directions for Youth Development, 128, 85–94.
Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. doi: 10.1016/j.compedu.2005.11.012
Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., … & Ryan, M. (2003). Problem-Based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice. The Journal of the Learning Sciences, 12(4), 495–547.
Kotranza, A., Lind, D. S., Pugh, C. M., & Lok, B. (2009). Real-time in-situ visual feedback of task performance in mixed environments for learning joint psychomotor cognitive tasks. Proceedings 8th IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 125–134). doi: 10.1109/ISMAR.2009.5336485
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21. doi: 10.1007/s11528-012-0559-3
Lindsey, L., & Berger, N. (2009). Experiential approach to instruction. In C. M. Reigeluth & A. A. Carr Chellman (Eds.), Instructional-design theories and models, Volume III, Building a Common Knowledge Base (pp. 117-142). New Yok, NY, USA: Routledge.
Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Journal of Educational Technology & Society, 12(4).
Martín-Gutiérrez, J. (2017). Virtual Technologies Trends in Education. EURASIA Journal of Mathematics, Science and Technology Education, 13(1). doi: 10.12973/eurasia.2017.00626a
Mathews, J. M. (2010). Using a studio-based pedagogy to engage students in the design ot mobile-based media. English Teaching: Practice and Critique, 9(1), 87–102.
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152–159. doi: 10.1002/acp.3482
Mayer, R.E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. doi: 10.1111/jcal.12197
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769. doi: 10.1037/0003-066X.63.8.760
Mishra, P., & Köhler, T. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
Morrison, A., Mulloni, A., Lemmelä, S., Oulasvirta, A., Jacucci, G., Peltonen, P., … Regenbrecht, H. (2011). Collaborative use of mobile augmented reality with paper maps. Computers & Graphics, 35(4), 789–799. doi: 10.1016/j.cag.2011.04.009
Nischelwitzer, A., Lenz, F.-J., Searle, G., & Holzinger, A. (2007). Some aspects of the development of low-cost augmented reality learning environments as examples for future interfaces in technology enhanced learning. Proceedings of the 4th International Conference on Universal Access in Human-Computer Interaction: Applications and Services, 728–737.
Novak, G. M., & Beatty, B. J. (2017). Designing just-in-time instruction. In C. M. Reigeluth, B. J. Beatty, & R.
D. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education (pp. 415-448). New York, NY, USA: Routledge.
Pittard, V., Bannister, P., & Dunn, J. (2003). The big picture: The impact of ICT on attainment, motivation and learning. London, UK: DfES.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. doi: 10.1007/s00779-013-0747-y
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45. doi: 10.1007/s10956-006-9036-0
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi: 10.1006/ceps.1999.1020
Santos, M. E. C., in Wold Lübke, A., Taketomi, T., Yamamoto, G., Rodrigo, Ma. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning. doi: 10.1186/s41039-016-0028-2
Savery, J. R. (2009). Problem-Based Approach to Instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models, Volume III: Building a Common Knowledge Base (pp. 143-166). New York, NY, USA: Routledge.
Schöne, C., Dickhäuser, O., Spinath, B., & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts – SESSKO. Göttingen, DE: Hogrefe.
Schott, F. (1991). Instruktionsdesign, Instruktionstheorie und Wissensdesign: Aufgabenstellung, gegenwärtiger Stand und zukünftige Herausforderungen. Unterrichtswissenschaft, 19, 195-217.
Seo, J., Kim, N., & Kim, G. (2006). Designing interactions for augmented reality based educational contents. In Z. Pan, R. Aylett, H. Diener, X. Jin, S. Göbel, & L. Li (Eds.), Lecture Notes in Computer Science: Vol. 3942. Technologies for E-Learning and Digital Entertainment. Edutainment 2006 (pp. 1188–1197). Berlin, Heidelberg, DE: Springer. doi: 10.1007/11736639_149
Serin, H. (2017). Augmented technologies in the education: AR apps. Journal of Educational Sciences & Psychology, 7(2), 4–16.
Silva, M. M. O. da, Radu, I., Schneider, B., Cavalcante, P., & Teichrieb, V. (2018). An investigation on how teachers are using augmented reality in their lessons. Proceedings of the SBIE 2018, Anais do SBIE 2018 (pp. 625–634). doi: 10.5753/cbie.sbie.2018.625
Silva, M., Roberto, R., Teichrieb, V., Radu, I., & Cavalcante, P. (2019). Why don’t we see more of augmented reality in schools? Poster session presented at ISMAR 2019, Beijing, China. Retrieved from https://www.cin.ufpe.br/~rar3/uploads/2/0/3/5/20356759/ismar19.pdf
Sin, A. K., & Zaman, H. B. (2010). Live Solar System (LSS): Evaluation of an augmented reality book-based educational tool. 2010 International Symposium in Information Technology, 1–6. IEEE Information Technology. doi: 10.1109/ITSIM.2010.5561320
Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. doi: 10.1007/s10956-006-9037-z
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. The Journal of the Learning Sciences, 16(3), 371–413. doi: 10.1080/10508400701413435
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018, January 7). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research. doi: 10.3102/0034654317751919
Teml, H., & Teml, H. (2006). Erfolgreiche Unterrichtsgestaltung. Wege zu einer persönlichen Didaktik. Innsbruck, Wien, AT: Studienverlag.
Vincenzi, D. A., Valimont, B., Macchiarella, N., Opalenik, C., Gangadharan, S. N., & Majoros, A. E. (2003). The effectiveness of cognitive elaboration using augmented reality as a training and learning paradigm. Proceedings of the Human Factors and Ergonomics Society Annual Meeting: Vol. 47, 19 (pp. 2054-2058). doi: 10.1177/154193120304701909
Wilde, M., Bätz, K., Kovaleva, A., & Urhahne, D. (2009). Überprüfung einer Kurzskala intrinsischer Motivation (KIM). Zeitschrift für Didaktik der Naturwissenschaften, 15, 31–45.
Wu, H.-K., Wen-Yu Lee, S., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. doi:10.1016/j.compedu.2012.10.024
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computer & Education, 52(1), 154–168.
Bacca, J., Baldiris, S., Fabregat, R., & Kinshuk. (2019). Framework for designing motivational augmented reality applications in vocational education and training. Australasian Journal of Educational Technology, 35(3). doi: 10.14742/ajet.4182
Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2–3), 73–272. doi: 10.1561/1100000049
Buchner, J., & Zumbach, J. (2018). Promoting intrinsic motivation with a mobile augmented reality learning environment. In A. Sanchez, & P. Isaias (Eds.), Proceedings of the 14th Intl. Mobile Learning Conference. (pp. 55-61). Lisbon, PT: IADIS.
Chen, C.-H., Su, C. C., Lee, P.-Y., & Wu, F.-G. (2007). Augmented interface for children Chinese learning. In J. M. Spector, D. G. Sampson, T. Okamoto, Kinshuk, S. A. Cerri, … Akihiro Kashihara (Eds.), Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 268–270. doi: 10.1109/ICALT.2007.76
Chen, Y.-C., Chi, H.-L., Hung, W.-H., & Kang, S.-C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal for Professional Issues in Engineering Education and Practice, 137(4), 267–276. doi: 10.1061/(ASCE)EI.1943-5541.0000078
Chen, Yu-Chien. (2006). A study of comparing the use of augmented reality and physical models in chemistry education. Proceedings of the 2006 ACM International Conference on Virtual Reality Continuum and Its Applications - VRCIA ’06, 369. doi: 10.1145/1128923.1128990
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596. doi: 10.1016/j.compedu.2012.03.002
Dunleavy, M., & Dede, C. (2014). Augmented Reality Teaching and Learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 735–745). New York, NY, USA: Springer. doi: 10.1007/978-1-4614-3185-5_59
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (Eds.). (2019). Preparing for life in a digital world. IEA International Computer and Information Literacy Study 2018. International Report. International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf
Freitas, R., & Campos, P. (2008). SMART: A system of augmented reality for teaching 2nd grade students. Proceedings of the 22nd British Computer Society Conference on Human-Computer-Interaction (HCI 2008), 27–30.
Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27, 244–260. doi: 10.1016/j.edurev.2019.04.001
Guo, P. (2013, November 13). Optimal video length for student engagement [Web log post]. Retrieved from http://blog.edx.org/optimal-video-length-student-engagement
Herber, H.-J. (1998a). Innere Differenzierung. Pädagogisches Handeln, 2, 69-81.
Kattmann, U., Duit, R. Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion. Zeitschrift für Didaktik der Naturwissenschaften, 3, 3–18.
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39.
Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3–4), 163–174.
Kesim, M., & Ozarslan, Y. (2012). Augmented reality in education: Current technologies and the potential for education. Procedia - Social and Behavioral Sciences, 47, 297–302. doi: 10.1016/j.sbspro.2012.06.654
Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science-based augmented reality games. New Directions for Youth Development, 128, 85–94.
Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. doi: 10.1016/j.compedu.2005.11.012
Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., … & Ryan, M. (2003). Problem-Based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design into practice. The Journal of the Learning Sciences, 12(4), 495–547.
Kotranza, A., Lind, D. S., Pugh, C. M., & Lok, B. (2009). Real-time in-situ visual feedback of task performance in mixed environments for learning joint psychomotor cognitive tasks. Proceedings 8th IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 125–134). doi: 10.1109/ISMAR.2009.5336485
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13–21. doi: 10.1007/s11528-012-0559-3
Lindsey, L., & Berger, N. (2009). Experiential approach to instruction. In C. M. Reigeluth & A. A. Carr Chellman (Eds.), Instructional-design theories and models, Volume III, Building a Common Knowledge Base (pp. 117-142). New Yok, NY, USA: Routledge.
Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Journal of Educational Technology & Society, 12(4).
Martín-Gutiérrez, J. (2017). Virtual Technologies Trends in Education. EURASIA Journal of Mathematics, Science and Technology Education, 13(1). doi: 10.12973/eurasia.2017.00626a
Mathews, J. M. (2010). Using a studio-based pedagogy to engage students in the design ot mobile-based media. English Teaching: Practice and Critique, 9(1), 87–102.
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152–159. doi: 10.1002/acp.3482
Mayer, R.E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. doi: 10.1111/jcal.12197
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769. doi: 10.1037/0003-066X.63.8.760
Mishra, P., & Köhler, T. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
Morrison, A., Mulloni, A., Lemmelä, S., Oulasvirta, A., Jacucci, G., Peltonen, P., … Regenbrecht, H. (2011). Collaborative use of mobile augmented reality with paper maps. Computers & Graphics, 35(4), 789–799. doi: 10.1016/j.cag.2011.04.009
Nischelwitzer, A., Lenz, F.-J., Searle, G., & Holzinger, A. (2007). Some aspects of the development of low-cost augmented reality learning environments as examples for future interfaces in technology enhanced learning. Proceedings of the 4th International Conference on Universal Access in Human-Computer Interaction: Applications and Services, 728–737.
Novak, G. M., & Beatty, B. J. (2017). Designing just-in-time instruction. In C. M. Reigeluth, B. J. Beatty, & R.
D. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education (pp. 415-448). New York, NY, USA: Routledge.
Pittard, V., Bannister, P., & Dunn, J. (2003). The big picture: The impact of ICT on attainment, motivation and learning. London, UK: DfES.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543. doi: 10.1007/s00779-013-0747-y
Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45. doi: 10.1007/s10956-006-9036-0
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi: 10.1006/ceps.1999.1020
Santos, M. E. C., in Wold Lübke, A., Taketomi, T., Yamamoto, G., Rodrigo, Ma. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning. doi: 10.1186/s41039-016-0028-2
Savery, J. R. (2009). Problem-Based Approach to Instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models, Volume III: Building a Common Knowledge Base (pp. 143-166). New York, NY, USA: Routledge.
Schöne, C., Dickhäuser, O., Spinath, B., & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts – SESSKO. Göttingen, DE: Hogrefe.
Schott, F. (1991). Instruktionsdesign, Instruktionstheorie und Wissensdesign: Aufgabenstellung, gegenwärtiger Stand und zukünftige Herausforderungen. Unterrichtswissenschaft, 19, 195-217.
Seo, J., Kim, N., & Kim, G. (2006). Designing interactions for augmented reality based educational contents. In Z. Pan, R. Aylett, H. Diener, X. Jin, S. Göbel, & L. Li (Eds.), Lecture Notes in Computer Science: Vol. 3942. Technologies for E-Learning and Digital Entertainment. Edutainment 2006 (pp. 1188–1197). Berlin, Heidelberg, DE: Springer. doi: 10.1007/11736639_149
Serin, H. (2017). Augmented technologies in the education: AR apps. Journal of Educational Sciences & Psychology, 7(2), 4–16.
Silva, M. M. O. da, Radu, I., Schneider, B., Cavalcante, P., & Teichrieb, V. (2018). An investigation on how teachers are using augmented reality in their lessons. Proceedings of the SBIE 2018, Anais do SBIE 2018 (pp. 625–634). doi: 10.5753/cbie.sbie.2018.625
Silva, M., Roberto, R., Teichrieb, V., Radu, I., & Cavalcante, P. (2019). Why don’t we see more of augmented reality in schools? Poster session presented at ISMAR 2019, Beijing, China. Retrieved from https://www.cin.ufpe.br/~rar3/uploads/2/0/3/5/20356759/ismar19.pdf
Sin, A. K., & Zaman, H. B. (2010). Live Solar System (LSS): Evaluation of an augmented reality book-based educational tool. 2010 International Symposium in Information Technology, 1–6. IEEE Information Technology. doi: 10.1109/ITSIM.2010.5561320
Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. doi: 10.1007/s10956-006-9037-z
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. The Journal of the Learning Sciences, 16(3), 371–413. doi: 10.1080/10508400701413435
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018, January 7). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research. doi: 10.3102/0034654317751919
Teml, H., & Teml, H. (2006). Erfolgreiche Unterrichtsgestaltung. Wege zu einer persönlichen Didaktik. Innsbruck, Wien, AT: Studienverlag.
Vincenzi, D. A., Valimont, B., Macchiarella, N., Opalenik, C., Gangadharan, S. N., & Majoros, A. E. (2003). The effectiveness of cognitive elaboration using augmented reality as a training and learning paradigm. Proceedings of the Human Factors and Ergonomics Society Annual Meeting: Vol. 47, 19 (pp. 2054-2058). doi: 10.1177/154193120304701909
Wilde, M., Bätz, K., Kovaleva, A., & Urhahne, D. (2009). Überprüfung einer Kurzskala intrinsischer Motivation (KIM). Zeitschrift für Didaktik der Naturwissenschaften, 15, 31–45.
Wu, H.-K., Wen-Yu Lee, S., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. doi:10.1016/j.compedu.2012.10.024