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Investigating Preservice Special Education Teachers' Perceptions on Applying Augmented Reality (AR) to Special Education and its Presence Factors Affecting AR

PARK, KYOUNG-OCK 1 Jongnam Baek 2 Seonjin Seo 3 Yang-Won LEE ORD ID 4

1대구대학교
2전주대학교 교수학습개발센터
3건양대학교
4부경대학교

Accredited

ABSTRACT

This study was designed to investigate preservice special education teachers' perceptions on Augmented Reality(AR) in applying it to special educational environments. The subjects of this study were 183 college students majoring in special education who agreeing to answer the questionnaire. The data were collected by an online survey system. The results of this study were as follows: First, preservice special education teachers had relatively high expectations on applying AR to education for students with disabilities. Its reasons mentioned were that AR technology provides many experiential opportunities and more freedom which students with disabilities have not yet experienced. And preservice special education teachers also had concerns about applying AR to special education. Their concerns about AR were appeared in terms of the possibilities of students being excessively engaged in AR and being less interested in traditional learning materials. Second, AR presence perceived by preservice special education teachers were high enough to expect the future use of AR in special education classrooms in terms of its enjoyment, mutual communication, realization, and performance, whereas low expectations for AR's accessibility and flow. Third, major factors affecting preservice special education teachers' positive perceptions on AR were enjoyment and communication. Based on the results of the study, its implications and suggestions for future research were provided.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.