PresentationsGetting there? Together. Cultural Framing of Augmented and Virtual Reality for Art EducationRegina Maria Bäck(1), Rainer Wenrich(1), Birgit Dorner(2)
1: Katholische Universität Eichstätt-Ingolstadt; 2: Katholische Stiftungshochschule MünchenWatch the presentation videoInformal learning contexts of creating and exploring artefacts through Augmented Reality (AR) and Virtual Reality (VR) are increasingly common. Nevertheless, insights on art educators` perspectives on potential for conceptualization and classroom implementation are scarce. In this study, both art educators a artists share their perspectives on a variety of AR/VR applications, from creating in multiplayer mode to exploring artefacts and loci in SocialVR.
Overall, twenty art educators were exploring a selection of AR/VR applications. The data was collected during online workshops with art teachers coming from diverse backgrounds (elementary and secondary school, special education). Interviews were conducted with six media artists, including pioneers of AR/VR art. Grounded Theory Methodology, specifically Situational Analysis as well as Visual Grounded Theory Methodology was applied. Results highlight media cultural perspectives in proximity and distance to AR/VR related "worlds", by classifying different journeys from first encounter to conceptualization and implementation.
Mobile Augmented Reality Applications in Teaching: A Proposed Technology Acceptance ModelGeorge Koutromanos(1), Tassos A. Mikropoulos(2)
1: National and Kapodistrian University of Athens, Greece; 2: University of Ioannina, Greece
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This study proposed MARAM, a mobile augmented reality acceptance model that determines the factors that affect teachers’ intention to use AR applications in their teaching. MARAM extends TAM by adding the variables of perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self – efficacy. MARAM was tested in a pilot empirical study with 127 teachers who used educational mobile AR applications and developed their own ones. The results of regression analysis showed that MARAM can predict a satisfactory percentage of the variance in teachers’ intention, attitude, perceived usefulness and perceived ease of use. Attitude, perceived usefulness, and facilitating conditions affected intention. Both perceived usefulness and perceived enjoyment affected attitude. Furthermore, perceived relative advantage and perceived enjoyment affected perceived usefulness. In addition, mobile self-efficacy and facilitating conditions affected perceived ease of use. However, perceived ease of use did not have any effect on attitude and perceived usefulness. MARAM could serve as the basis for future studies on teachers’ acceptance of mobile AR applications and be expanded through the addition of other variables.
