the development of instructional considerations for using augmented reality (ar) in light of the principles of constructivism learning theory in social studies classrooms
There is a growing interest in embedding virtual technology such as Augmented Reality (AR) into social studies classrooms. Unfortunately, many social studies teachers struggle with technology in general, including AR-aided learning. Method: To help them learn how to employ AR technology effectively, this study used the ADDIE model to develop a set of AR instructional considerations based upon constructivist learning theory. Results: The authors validated this work via two rounds of expert panel review in four different domains: instructional design and development, technology-based theory in social studies classrooms, AR technology and education, and teaching social studies. In all, twelve experts reviewed the considerations, answering detailed, open-ended survey questions in round 1, and completed a rubric in round two. Conclusion: The resulting consideration set, should provide useful guidance for social studies teachers to integrate AR technology into their classroom practice. (Published abstract)