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A Comparison of Special and General Educators’Usage, Perceptions, and TPACK Levels Regarding the Use of Augmented and Virtual Reality

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(2), pp.15-44
  • DOI : 10.19049/JSPED.2021.22.2.02
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 11, 2021
  • Accepted : May 27, 2021
  • Published : June 30, 2021

Kim Woori 1 Ok Min Wook 2

1전남대학교
2대구대학교

Accredited

ABSTRACT

[Purpose] This study aimed to investigate special and general educators’augmented and virtual reality(AR․VR) usage, perceptions, and Technology Pedagogical Content Knowledge(TPACK) levels. It also aimed to compare TPACK levels between the two types of teachers and between experienced and non-experienced teachers. [Method] A total of 317 participants including 127 special educators and 190 general educators were surveyed on their experience and perceptions of using AR and VR and on their TPACK levels. Questionnaire responses were analyzed using frequency analysis, multiple response analysis, independent sample t-tests, and two-way analysis of variance. [Results] Neither special nor general educators were found to make substantial use of AR․VR. Where they did use AR․VR, special educators used it mostly for career and occupational purposes, and general educators used it mostly for teaching subject content. Both special and general educators reported that they lacked knowledge and ability regarding the use of AR․VR, and the lack of AR․VR devices was one of the biggest barriers to using the technology. No significant difference was found between teacher types in any TPACK area, but there were significant differences between teachers with and without experience in AR․VR in all TPACK areas. [Conclusion] To support the effective use of AR․VR by teachers, opportunities to gain experience in using AR․VR must be provided, as well as training aimed at helping them integrate AR․VR into their teaching. Considering the special needs of students with disabilities, differentiated training should be provided to special educators.

Citation status

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