Predicting pre-service English language teachers’ intentions to use augmented reality

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dc.authorid0000-0002-9663-5021
dc.contributor.authorKaracan, Cemil Gökhan
dc.contributor.authorPolat, Mustafa
dc.date.accessioned2023-01-05T13:07:35Z
dc.date.available2023-01-05T13:07:35Z
dc.date.issued2022
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi
dc.description.abstractAugmented Reality (AR) is a new-generation technology that shows video, picture, and animated 3 D objects over real-life scenes. Despite AR’s prevalence around the world, language teacher education programs are not prompt in the integration of digital educational tools. The present study explored the factors that predict pre-service English teachers’ intentions to use AR in their future language classes. For this purpose, a correlational research design was applied. The participants were exposed to an implementation process which included training on creating AR experiences as well as developing a stand-alone AR application and a discussion session on AR in language classes. Next, a 5-point Likert-type scale of Decomposed Theory of Planned Behavior (DTPB) was administered to pre-service English teachers (n = 141). Results indicated that attitude with a very high impact from perceived usefulness was the most significant predictor of participants’ intentions to use AR. On the other hand, facilitating conditions and ease of use were the least impactful factors. The findings offer implications for teacher educators, curriculum designers, teacher education program developers and teachers.
dc.identifier.citationKaracan, C. G. ve Polat, M. (2022). Predicting pre-service English language teachers’ intentions to use augmented reality. Journal of Digital Learning in Teacher Education, 38(3), 139-153. https://dx.doi.org/10.1080/21532974.2022.2083731
dc.identifier.doi10.1080/21532974.2022.2083731
dc.identifier.endpage153
dc.identifier.issn2153-2974
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85132349122
dc.identifier.scopusqualityQ1
dc.identifier.startpage139
dc.identifier.urihttps://dx.doi.org/10.1080/21532974.2022.2083731
dc.identifier.urihttps://hdl.handle.net/20.500.12511/10249
dc.identifier.volume38
dc.indekslendigikaynakScopus
dc.institutionauthorKaracan, Cemil Gökhan
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofJournal of Digital Learning in Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectAugmented Reality
dc.subjectPre-Service English Teachers
dc.subjectDecomposed Theory of Planned Behavior
dc.subjectUsage Intention
dc.titlePredicting pre-service English language teachers’ intentions to use augmented reality
dc.typeArticle

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