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Teacher learning community for AR-integrated STEM education

This study used a social network analysis and a content analysis to identify 52 teachers' perceptions to investigate the mechanisms of teachers' roles and teachers' perceived support from a learning community to overcome barriers to AR-integrated STEM teaching. The findings revealed t...

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Bibliographic Details
Main Authors: Lin, Xiao-Fan, Chiu, Thomas K. F., Luo, Shucheng, Wong, Seng Yue, Hwang, Huijuan, Hwang, Sirui, Li, Wenyi, Liang, Zhong-Mei, Peng, Shiqing, Lin, Wenkai
Format: Article
Published: Elsevier 2024
Subjects:
L Education (General)
QA75 Electronic computers. Computer science
Online Access:http://eprints.um.edu.my/45666/
https://doi.org/10.1016/j.tate.2024.104490
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Summary:This study used a social network analysis and a content analysis to identify 52 teachers' perceptions to investigate the mechanisms of teachers' roles and teachers' perceived support from a learning community to overcome barriers to AR-integrated STEM teaching. The findings revealed that when teachers occupy more powerful and central roles in the AR-integrated STEM teaching community, they may perceive higher-order support for overcoming the corresponding barriers to AR-integrated STEM teaching. Furthermore, this study developed a framework for promoting teachers' professional development in AR-integrated STEM teaching by clarifying the hidden role and actual support, which was rarely emphasized in past studies.

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