Educators’ Ability to Use Augmented Reality (AR) for Teaching Based on the TARC Framework: Evidence from an International Study

Abstract

Augmented Reality (AR) can enhance learning experience by offering various benefits to learners. However, its integration in classroom practice remains challenging and one reason of this is the lack of teachers’ AR competences. The Teachers’ AR Competences (TARC) framework defines the main AR competences that educators should have in order to successfully employ AR in their teaching: Creating, Using and Managing AR resources. The current study, building upon the TARC framework, aims to examine the effect of the TARC components of Creation and Management to the educators’ ability to Use AR in class. It is the first study that investigates the impact of the educators’ AR competences on their ability to use AR in classes. Moreover, while studies for primary and secondary teachers’ AR skills exist, this is the first study that explores also university lecturers’/professors’ ability to use AR in classes. A survey was conducted with 150 educators around the globe. Regression analysis revealed that the Creation and the Management competences significantly predict university lecturers’/professors’ and primary/secondary school teachers’ ability to Use AR in their classes. Study findings deemed important for educators and education administration and implications are discussed.