Investigating pre-service science teachers’ mobile augmented reality integration into worksheets

ABSTRACT

Research on Mobile Augmented Reality (Mobile AR) includes studies addressing Mobile AR integration into learning environments along with the quality of instructions by researchers about using mobile AR in classrooms. Findings revealed that even inexperienced teachers/pre-service science teachers who lacked any prescribed material could use mobile AR, for which teaching materials are scant. This study aimed to reveal which teaching strategy pre-service science teachers preferred and how they integrate the strategy in Anatomy 4D and Elements 4D applications to enrich worksheets. The survey method was used to probe pre-service science teachers’ integration of mobile AR technology into their worksheets. Participants, who were 81 senior pre-service science teachers (64 females, 17 males; ages 19 to 21), attended a 14-week elective course. Data were obtained from worksheets produced in the 3^rd to 6^th weeks during of the course. The sequences for inductive, inquiry, and expository strategy were adopted as the coding scheme. It was concluded that pre-service science teachers used inductive strategy instead of expository or inquiry teaching strategy in their worksheets. The current study suggests that pre-service science teachers should be advised to use inquiry strategy for integrating mobile AR into science worksheets.

KEYWORDS:

• Mobile augmented reality
• Anatomy 4D
• Elements 4D
• technology integration
• systems
• elements

Disclosure statement

No potential conflict of interest was reported by the author.