Modeling Augmented Reality Games with Preservice Elementary and Secondary Science Teachers

Source: Journal of Technology and Teacher Education, Volume 19, Issue 3, October 2011, 303-329.

This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools.

Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.

Qualitative results demonstrated the ability of the preservice teachers to not only adopt this technology for the classroom, but illustrated their ability to create new learning experiences for their students beyond the model.