Journal of Teacher Education and Lifelong Learning

Yazarlar: Mustafa SIRAKAYA, Didem ALSANCAK SIRAKAYA

Konular:Eğitim, Eğitim Araştırmaları

Anahtar Kelimeler:Augmented reality,Individual innovativeness,Teachers

Özet: This study aimed to ascertain the effects of augmented reality training on teachers’ individual innovativeness. The study group which consisted of 35 teachers utilized one group pretest-posttest experimental design. The teachers who volunteered to take part in the study received 40-hour augmented reality training. Individual Innovativeness Scale was used as the data collection tool in the research. For data analysis, descriptive statistics, related samples t-test and Wilcoxon signed-rank test were used. It was found that the majority of teachers was in the “pioneer” category before the training and displayed high level individual innovativeness. Based on post-training measurements, it was concluded that the teachers reached the category of “innovative” in individual innovativeness and there was an increase in the number of highly innovative teachers. It is concluded that augmented reality training positively improves teachers’ individual innovativeness of. As a result of the analyzes, it was found that the individual innovativeness of teachers who were females, over 30 years and taught social subject matters changed significantly while the change in other groups was not significant.

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