Skip to main content
SpringerLink
Log in

Towards a Teachers’ Augmented Reality Competencies (TARC) Framework

  • Conference paper
  • First Online:
New Realities, Mobile Systems and Applications (IMCL 2021)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 411))

Included in the following conference series:

Abstract

Augmented reality, the technology that augments real environments with virtual components, is constantly evolving. Augmented reality (AR) has the potential to offer immersive, authentic, and meaningful learning experiences to students and therefore enhance learning. However, the effective integration of augmented reality into teaching requires from teachers to master a special set of digital competencies. The current study proposes a framework that defines the augmented reality competencies that teachers should have in order to effectively integrate augmented reality into their teaching. The framework comprises four dimensions: basic augmented reality literacies, create, use, and manage augmented reality learning resources. Based on the proposed framework, the study introduces also the Teachers’ Augmented Reality Competencies (TARC) questionnaire that can help educators to self-assess and develop their AR competencies in order to integrate augmented reality in their practice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. MacCallum, K., Parsons, D.: Teacher perspectives on mobile augmented reality: the potential of Metaverse for learning. In: Proceedings of World Conference on Mobile and Contextual Learning 2019, pp. 21–28. IAmLearn (2019)

    Google Scholar 

  2. Akçayır, M., Akçayır, G.: Advantages and challenges associated with augmented reality for education: a systematic review of the literature. Educ. Res. Rev. 20, 1–11 (2017)

    Article  Google Scholar 

  3. Radu, I.: Augmented reality in education: a meta-review and cross-media analysis. Pers. Ubiquit. Comput. 18, 1533–1543 (2014)

    Article  Google Scholar 

  4. Tinti-Kane, H., Vahey, P.: xR in EDU survey 2018: benchmarking adoption trends in K12 and higher education. Report series, EdTech Times (2018)

    Google Scholar 

  5. UNESCO: UNESCO ICT Competency Framework for Teachers, version 3. United Nations Educational, Scientific and Cultural Organization (2018). https://unesdoc.unesco.org/ark:/48223/pf0000265721. Accessed 02 July 2021

  6. European Commission: JRC Science for Policy Report. European Framework for the Digital Competence of Educators (DigCompEdu) (2017). https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu. Accessed 02 July 2021

  7. Januszewski, A., Molenda, M.: Definition. In: Januszewski, A., Molenda, M. (eds.) Educational Technology: A Definition with Commentary, pp. 1–14. Routledge, New York (2008)

    Google Scholar 

  8. Florence, M., Betrus, A.K.: Digital Media for Learning, Theories, Processes and Solutions. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-33120-7

  9. Cuendet, S., Bonnard, Q., Do-Lenh, S., Dillenbourg, P.: Designing augmented reality for the classroom. Comput. Educ. 68, 557–569 (2013)

    Article  Google Scholar 

  10. Thees, M., Kapp, S., Strzys, M.P., Beil, F., Lukowicz, P., Kuhn, J.: Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Comput. Hum. Behav. 108, 106316 (2020)

    Article  Google Scholar 

  11. Garzón, J., Acevedo, J.: Meta-analysis of the impact of augmented reality on students’ learning effectiveness. Educ. Res. Rev. 27, 244–260 (2019)

    Article  Google Scholar 

  12. Keller, J.M.: ARCS model of motivation. In: Seel, N.M. (eds.) Encyclopedia of the Sciences of Learning. Springer, Boston (2012). https://doi.org/10.1007/978-1-4419-1428-6_217

  13. Meyer, A., Rose, D.H., Gordon, D.: Universal Design for Learning: Theory and Practice. CAST, Wakefield (2014)

    Google Scholar 

  14. Merchant, Z., Goetz, E.T., Cifuentes, L., Keeney-Kennicutt, W., Davis, T.J.: Effectiveness of virtual reality-based instruction on students’ learning outcomes in PreK-12 and higher education: a meta-analysis. Comput. Educ. 70, 29–40 (2014)

    Article  Google Scholar 

  15. Herpich, F., Guarese, R.L.M., Tarouco, L.M.R.: A comparative analysis of augmented reality frameworks aimed at the development of educational applications. Creat. Educ. 8(09), 1433 (2017)

    Article  Google Scholar 

  16. Leighton, L.J., Crompton, H.: Augmented reality in K-12 education. In: Kurubacak, G., Altinpulluk, H. (eds.) Mobile Technologies and Augmented Reality in Open Education, pp. 281–290. IGI Global (2017)

    Google Scholar 

  17. Saltan, F., Arslan, Ö.: The use of augmented reality in formal education: a scoping review. Eurasia J. Math. Sci. Technol. Educ. 13(2), 503–520 (2017)

    Google Scholar 

  18. Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., Pavón, J.: How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educ. Res. Rev. 31, 100334 (2020)

    Google Scholar 

  19. Fowler, C.: Learning activities in 3-D virtual worlds. Br. J. Educ. Technol. 46, 412–422 (2015)

    Article  Google Scholar 

  20. Garzón, J., Pavón, J., Baldiris, S.: Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality 23(4), 447–459 (2019). https://doi.org/10.1007/s10055-019-00379-9

    Article  Google Scholar 

  21. Romano, M., Díaz, P., Aedo, I.: Empowering teachers to create augmented reality experiences: the effects on the educational experience. Interact. Learn. Environ., 1–18 (2020, ahead-of-print). https://doi.org/10.1080/10494820.2020.1851727

  22. Wei, X., Saab, N., Admiraal, W.: Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: a systematic literature review. Comput. Educ. 163, 104097 (2021)

    Article  Google Scholar 

  23. Fjørtoft, H.: Multimodal digital classroom assessments. Comput. Educ. 152, 103892 (2020)

    Article  Google Scholar 

  24. Bhagat, K.K., Liou, W.-K., Spector, J.M., Chang, C.-Y.: To use augmented reality or not in formative assessment: a comparative study. Interact. Learn. Environ. 27(5–6), 830–840 (2019)

    Article  Google Scholar 

  25. Lan, C., et al.: Mobile augmented reality in supporting peer assessment: an implementation in a fundamental design course. In: IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2013), CELDA (2013)

    Google Scholar 

  26. Lai, A.S.Y., Wong, C.Y.K., Lo, O.C.H. : Applying augmented reality technology to book publication business. In: 2015 IEEE 12th International Conference on e-Business Engineering, pp. 281–286 (2015)

    Google Scholar 

  27. Bergeron, B.: Augmented assessment as a means to augmented reality. Stud. Health Technol. Inform. 119, 49–51 (2006)

    Google Scholar 

  28. Campisi, C., Li, E., Jimenez, D., Milanaik, R.: Augmented reality in medical education and training: from physicians to patients. In: Geroimenko, V. (ed.) Augmented Reality in Education. SSCC, pp. 111–138. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-42156-4_7

    Chapter  Google Scholar 

  29. Spector, J.M.: Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives, 2nd edn. Routledge, New York (2015)

    Book  Google Scholar 

  30. McNamara, D.S., Jackson, G.T., Graesser, A.: Intelligent tutoring and games (ITAG). In: AIED 2009 14th, pp. 44–65 (2009)

    Google Scholar 

  31. Zarraonandia, T., Aedo, I., Díaz, P., Montero, A.: An augmented lecture feedback system. Br. J. Educ. Technol. 44, 616–628 (2013)

    Article  Google Scholar 

  32. Zhao, Q.: The application of augmented reality visual communication in network teaching. Int. J. Emerg. Technol. Learn. 13(7), 57–70 (2018). https://doi.org/10.3991/ijet.v13i07.8780

  33. Chen, C.-H., Yang, C.-K., Huang, K., Yao, K.-C.: Augmented reality and competition in robotics education: effects on 21st century competencies, group collaboration and learning motivation. J. Comput. Assist. Learn. 36, 1052–1062 (2020)

    Article  Google Scholar 

  34. Sahin, N.T., Abdus-Sabur, R., Keshav, N.U., Runpeng, L., Salisbury, J.P., Arshya, V.: Case study of a digital augmented reality intervention for autism in school classrooms: associated with improved social communication, cognition, and motivation via educator and parent assessment. Front. Educ. 3, 57 (2018)

    Article  Google Scholar 

  35. Fernández-García, C.: Effect of augmented reality on school journalism: a tool for developing communication competencies in virtual environments. Electron. J. Inf. Syst. Dev. Countries 87, e12169 (2021)

    Google Scholar 

  36. Czerkawski, B., Berti, M.: Pedagogical considerations for mobile-based augmented reality learning environments. In: Auer, M.E., Tsiatsos, T. (eds.) IMCL 2019. AISC, vol. 1192, pp. 215–222. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-49932-7_21

    Chapter  Google Scholar 

  37. Piumsomboon, T., Day, A., Ens, B., Lee, Y., Lee, G., Billinghurst, M.: Exploring enhancements for remote mixed reality collaboration. In: SIGGRAPH Asia 2017 Mobile Graphics & Interactive Applications (SA 2017), pp. 1–5. Association for Computing Machinery, New York (2017). Article no. 16

    Google Scholar 

  38. Churchill, D.: Digital resources for learning. STE. Springer, Singapore (2017). https://doi.org/10.1007/978-981-10-3776-4

  39. da Silva, M.M.O., Teixeira, J.M.X.N., Cavalcante, P.S., Teichrieb, V.: Perspectives on how to evaluate augmented reality technology tools for education: a systematic review. J. Braz. Comput. Soc. 25(1), 1–18 (2019). https://doi.org/10.1186/s13173-019-0084-8

    Article  Google Scholar 

  40. Brinkman, B.: Ethics and pervasive augmented reality: some challenges and approaches. In: Pimple, K. (eds.) Emerging Pervasive Information and Communication Technologies (PICT). Law, Governance and Technology Series, vol. 11, pp. 149–175. Springer, Dordrecht (2014). https://doi.org/10.1007/978-94-007-6833-8_8

  41. Pase, S.: Ethical considerations in augmented reality applications. In: Proceedings of the 2012 EEE International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government (2012)

    Google Scholar 

  42. Perifanou, M., Economides, A.A.: The digital competence actions framework. In: Proceedings of ICERI2019, the 12th Annual International Conference of Education, Research and Innovation, Seville (Spain), 11–13 November. IATED (2019)

    Google Scholar 

  43. Parmaxi, A., Demetriou, A.A.: Augmented reality in language learning: a state-of-the-art review of 2014–2019. J. Comput. Assist. Learn. 36(6), 861–875 (2020)

    Article  Google Scholar 

  44. Nikou, S.A.: Mobile learning teachers’ competencies framework. In: Proceedings of the 12th International Conference on Education and New Learning Technologies, 7 July, pp. 2726–2731. IATED (2020)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Strathclyde, Glasgow, UK

    Stavros A. Nikou

  2. University of Macedonia, Thessaloniki, Greece

    Maria Perifanou & Anastasios A. Economides

Authors
  1. Stavros A. Nikou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Maria Perifanou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Anastasios A. Economides
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stavros A. Nikou .

Editor information

Editors and Affiliations

  1. CTI Global, Frankfurt, Germany

    Michael E. Auer

  2. Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece

    Thrasyvoulos Tsiatsos

Appendices

Appendix

Teachers’ AR Competencies (TARC) Questionnaire

CREATE:

  • DESIGN: I can design AR educational experiences using AR applications and tools to meet specific educational objectives.

  • DEVELOPMENT: I can develop AR educational resources using easy-to-use AR templates and asset libraries. I can adapt AR educational resources to my teaching goals.

USE:

  • PEDAGOGIES: I can use/adapt AR educational resources employing various pedagogies and teaching methods.

  • TEACHING: I can use AR educational resources to teach (e.g., present, demonstrate, explain) my students.

  • ASSESSMENT: I can use AR educational resources (e.g., AR and multimodal game-based and simulation-based assessments) to assess the students’ progress.

  • FEEDBACK: I can use AR educational resources (e.g., avatars, multimodal interfaces) to guide, feedback, advise, support, and inspire students.

  • COMMUNICATION: I can use AR educational resources (e.g., avatars, AR spaces) to interact and communicate with students and enable students’ interactions and communication.

  • COLLABORATION: I can use AR educational resources (e.g., avatars, AR spaces) to collaborate with students and enable students’ collaboration.

MANAGE:

  • FIND: I can use search engines, digital repositories, and databases to find existing AR educational resources using appropriate criteria, metadata filters, and recommender systems.

  • EVALUATION: I can evaluate AR educational resources using appropriate criteria.

  • CLASSIFICATION/ORGANIZATION/SCHEDULING: I can classify the AR educational resources to information display and presentation, practice resources as well as concept representation and data display resources. I can organize and schedule the most appropriate AR educational resources for achieving specific educational objectives.

  • ETHICS: I can control the ethical and responsible use of AR resources by all participating in the educational activities (e.g., respecting participants’ personality, privacy, rights).

  • SECURITY & SAFETY: I can secure the safe use of AR resources by all participating in the educational activities (e.g., securing participants’ resources, safety, health).

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Nikou, S.A., Perifanou, M., Economides, A.A. (2022). Towards a Teachers’ Augmented Reality Competencies (TARC) Framework. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_19

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-96296-8_19

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-96295-1

  • Online ISBN: 978-3-030-96296-8

  • eBook Packages: EngineeringEngineering (R0)

Publish with us

Policies and ethics

Search

Navigation