Teachers Paper-prototyping Augmented Reality Activities for Classroom Use

Description

The dataset compiles Augmented Reality activities imagined and created by a large variety of teachers during a 6-step co-design session. The data was collected in 2022, among 18 teachers in metropolitan France and Futuna, a French overseas collectivity in the Pacific Ocean. The data describes the profiles of these teachers, in terms of teaching experience, experience using technology in class, educational subjects taught (sciences, languages, sports), and the type of school they teach in (primary schools, middle school, high school, and university). These teachers were purposely selected to provide a large variety of profiles. The data also shows the Augmented Reality activities they imagined, the educational scenarios they want to use them in, and their pedagogical goals. The described activities show the teachers’ conceptions and misconceptions of Augmented Reality and reveal similar patterns in the instructional design.

Steps to reproduce

Following a participatory-design and design space exploration, we carried out a co-design study in March 2022, with 18 teachers and two co-design sessions. One session took place in metropolitan France, in the city of Laval, with 10 teachers and was animated by three educational designers and one researcher. The other session took place on the island of Futuna, in the city of Sissia, with 8 teachers and was animated by one teacher-trainer. Both sessions followed the same 6-step organization described below. Step 1. Greeting and presentations of the goals (15 minutes) We provided a quick presentation of the session’s objectives and steps. We explained that the session will be filmed and collected the signed consent forms that we have administered by email beforehand. Step 2. Trying out a variety of Augmented Reality education application (25 minutes) Several tablets were set up on tables in the room so that teachers could test 12 applications that were pre-installed on them: Foxar deSpacecraftAR, Voyage AR, DEVAR, ARLOOPA, AnatomyAR, AngryBirds AR: Island of pigs, ARC, Le Chaudron Magique, Mountain Peak AR, SkyView Free and Face Camera [4-14]. For applications that required specific material or markers, these were placed on the tables next to the tablets. The teachers were free to go from one table to the other to try the applications. The animators were there to assist them. Step 3. Imagining a custom AR activity on a story-board (20 minutes) We used paper prototyping [2] to help the teachers rapidly express the type of AR activity they wanted to design. We provided them with a creative paper kit to draw a story-board. The kit was composed of: A large sheet of paper from a paper board (size A2) with a banner for the title of their activities and a space on the left reserved to tape the two questionnaires. One questionnaire about the teacher’s profiles for which the results are in table 1 of the dataset One questionnaire about the teaching context for which the results are in table 2 of the dataset Several small papers that represent tablet screens. Post ‘its, crayons, felt pens scissors, glue and tape. One guide sheet with instructions. Step 4. Gaze crossing (10 minutes) Participants walk around the room and read the other project sheets and write questions on them with post-it notes if they are unclear about certain elements. This can serve as a source of inspiration, but also to check that the project is understandable without the teacher. Step 5. Finalizing the activity (25 minutes) After reading the annotations of the other participants, the teachers finalize their project on a new paper-board sheet. Step 6. Presenting the activity (45 minutes) Each teacher presents his or her project quickly (average of 2 minutes), followed by questions and answers if necessary. The presentations were filmed and a photo was taken of each paper-board sheet (document 1 to 24).

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