A Service Design Thinking Approach: What Are the Barriers and Opportunities of Using Augmented Reality for Primary Science Education?

Autor/inn/en	Fearn, Warren; Hook, Jonathan
Titel	A Service Design Thinking Approach: What Are the Barriers and Opportunities of Using Augmented Reality for Primary Science Education?
Quelle	In: Journal of Technology and Science Education, 13 (2023) 1, S.329-351 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fearn, Warren) ORCID (Hook, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Computer Simulation; Educational Technology; Elementary Education; Elementary School Science; Barriers; Affordances; Technology Integration; Science Education; Science Teachers; Educational Needs; Teacher Attitudes; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Elementarunterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Lehrerverhalten; Ausland
Abstract	It has previously been argued that Augmented Reality (AR) has the potential to provide relevant digital information to support pupils learning in real-time through engaging formats. However, the use of AR in the classroom remains uncommon for mainstream adoption. This study uses a service design methodology to focus on a more holistic approach toward AR as an educational service by investigating the challenges and conditions of integrating AR learning experiences into a primary curriculum. The research paper aims to provide an overview of how primary science (Key stage 2) in the UK is currently being delivered and where both barriers and opportunities occur for adoption to integrate more meaningful AR experiences that add real value to primary science education. An exploration stage (phase one) includes a questionnaire, contextual interviews, classroom observations, and focus groups. A thematic analysis was conducted on gathered data, identifying emerging patterns around teachers' needs. The discussion section empathises with teachers' needs and unearths key factors surrounding the implications of using augmented reality for primary science education. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01