Virtual and Augmented Realities in Elementary School: Teachers' Perceptions

New curricula is an opportunity to check the advance of virtual (VR), augmented (AR) and mixed (MR) realities at schools, so a quantitative approach was devised through an electronic survey. Spanish primary teachers' familiarity with and attitudes towards these technologies are assessed. Variab...

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Detalhes bibliográficos
Autor: Roca Bravo, Pablo
Formato: capítulo de livro
Fecha de publicación:2025
País:España
Recursos:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
OAI Identifier:oai:dnet:espacio_____::d102ae66bb2300eaf9429c64456b77ab
Acesso em linha:https://doi.org/10.14679/4021
https://hdl.handle.net/20.500.14468/26481
Access Level:acceso abierto
Palavra-chave:53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
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spelling Virtual and Augmented Realities in Elementary School: Teachers' PerceptionsRoca Bravo, Pablo53 Ciencias Económicas::5312 Economía sectorial::5312.04 EducaciónNew curricula is an opportunity to check the advance of virtual (VR), augmented (AR) and mixed (MR) realities at schools, so a quantitative approach was devised through an electronic survey. Spanish primary teachers' familiarity with and attitudes towards these technologies are assessed. Variables analysed were sex and professional experience. There are scarcely any men with up to five years of experience; even few are with up to ten years of professional experience, ten, albeit this population’s fragment was analysed. The knowledge and utilisation of these technologies is related with few years of professional experience in women. Participants of both sexes with less professional experience score the lowest value on disagreement. Professional experience may be vis-à-vis age. Overall, men agrees more than women. Women have more dispersion on their responses than men. Items related to special education topics are hardly responded by this sample. Moreover, this sample valued time as the worst barrier to extended technology’s use in the classroom (20 answers), followed by money (14) and educational policies (10). The variability in curricular integration across autonomous communities (a larger sample is needed) and the mixed levels of teacher readiness highlight the challenges of aligning educational policy with practice. The political, administrative, and pedagogical factors influencing these variances requires further prospective research to understand the barriers to and enablers of effective extended reality integration.Dykinsonhttps://orcid.org/0009-0002-4701-8155202520252025capítulo de librobook partinfo:eu-repo/semantics/bookPartapplication/pdfhttps://doi.org/10.14679/4021https://hdl.handle.net/20.500.14468/26481reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésHorizontes de aprendizaje con tecnologías emergentes en el contexto educativoFacultad de EducaciónMétodos de Investigación y Diagnóstico en Educación Iinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:dnet:espacio_____::d102ae66bb2300eaf9429c64456b77ab2025-07-06T12:56:21Z
dc.title.none.fl_str_mv Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
title Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
spellingShingle Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
Roca Bravo, Pablo
53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
title_short Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
title_full Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
title_fullStr Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
title_full_unstemmed Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
title_sort Virtual and Augmented Realities in Elementary School: Teachers' Perceptions
dc.creator.none.fl_str_mv Roca Bravo, Pablo
author Roca Bravo, Pablo
author_facet Roca Bravo, Pablo
author_role author
dc.contributor.none.fl_str_mv https://orcid.org/0009-0002-4701-8155
dc.subject.none.fl_str_mv 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
topic 53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
description New curricula is an opportunity to check the advance of virtual (VR), augmented (AR) and mixed (MR) realities at schools, so a quantitative approach was devised through an electronic survey. Spanish primary teachers' familiarity with and attitudes towards these technologies are assessed. Variables analysed were sex and professional experience. There are scarcely any men with up to five years of experience; even few are with up to ten years of professional experience, ten, albeit this population’s fragment was analysed. The knowledge and utilisation of these technologies is related with few years of professional experience in women. Participants of both sexes with less professional experience score the lowest value on disagreement. Professional experience may be vis-à-vis age. Overall, men agrees more than women. Women have more dispersion on their responses than men. Items related to special education topics are hardly responded by this sample. Moreover, this sample valued time as the worst barrier to extended technology’s use in the classroom (20 answers), followed by money (14) and educational policies (10). The variability in curricular integration across autonomous communities (a larger sample is needed) and the mixed levels of teacher readiness highlight the challenges of aligning educational policy with practice. The political, administrative, and pedagogical factors influencing these variances requires further prospective research to understand the barriers to and enablers of effective extended reality integration.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv capítulo de libro
book part
info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv https://doi.org/10.14679/4021
https://hdl.handle.net/20.500.14468/26481
url https://doi.org/10.14679/4021
https://hdl.handle.net/20.500.14468/26481
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Horizontes de aprendizaje con tecnologías emergentes en el contexto educativo
Facultad de Educación
Métodos de Investigación y Diagnóstico en Educación I
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Dykinson
publisher.none.fl_str_mv Dykinson
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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