Teacher practice
Can AR projects build teachers' digital competence?
Open access · cc by · source: Europe PMC
Creating collaborative AR language projects improved pre-service teachers' awareness that pedagogy-plus-technology skills need more training.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Teacher and instructional practices around digital tools, training, and classroom enactment shape how technology-supported learning unfolds for students.
Evidence for the claim as stated.
Empirical studies of teacher practice measure strategies, perceptions, and classroom negotiation rather than assuming adoption equals instructional change.
Evidence for the claim as stated.
Study at a glance
- Design
- Cross-sectional — Convenience sample of Applied Linguistics undergraduates using AR in language learning
- N
- N=92 · Ages 22–30; 82% women; medium-sized Spanish university
- Population
- Pre-service teachers / applied-linguistics undergraduates in Spain
- Outcome
- Pre-service teachers’ digital competence and views of AR in language learning
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Inspect source passages
Can AR projects build teachers' digital competence?
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Initially 92 undergraduate students enrolled
Initially, there were 92 undergraduate students enrolled in the Applied Linguistics class taught by the authors in a medium-sized university in Spain.
85 students completed all tasks
The remaining 85 students completed all the tasks and were randomly arranged in small teams (4–5) in order to create collaborative AR projects that aimed at teaching English to children in a CLIL classroom.
Key findings
Almost none had prior classroom AR exposure; teams produced multiple AR projects using several SDKs. Self-perceived knowledge was higher in separate content, technology, and pedagogy areas than at their intersections, with technological pedagogical knowledge especially weak—pointing to need for digitally oriented methods training, not tool demos alone.
Methodology
In a Spanish university Applied Linguistics course, undergraduate teacher candidates were trained on AR tools, worked in small teams to build CLIL-oriented AR projects, and completed pre/post measures of AR experience plus TPACK and attitude scales.
Limitations
Results are from one teacher-education course and rely heavily on self-report scales rather than observed K-12 pupil learning. The study does not prove that higher TPACK self-ratings cause better future classroom outcomes.
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