Using AR in Professional Development for Enhancing Professional Educators’ Motivation within HigherEducation

Framework

This research follows a constructivist perspective, emphasizing active, experiential learning where educators construct knowledge through immersive AR experiences. It also embodies self-determination theory (SDT), focusing on how AR can enhance intrinsic motivation by fulfilling the psychological needs of competence, autonomy, and relatedness. These frameworks support the idea that personalized, interactive environments foster deeper engagement and professional growth in educators.

Methods

The research utilizes a mixed-methods design combining both qualitative and quantitative approaches. Participants were selected through purposive sampling, focusing on higher education educators involved in professional development programs. Data sources include surveys to measure motivation levels pre- and post-AR training sessions, as well as semi-structured interviews for deeper insights into educators' experiences.

The surveys consisted of Likert-scale questions assessing engagement, perceived usefulness, and motivation before and after the AR-enhanced professional development. Interviews explored participants' reflections on how AR impacted their learning, collaboration, and motivation. Quantitative data was analyzed using statistical methods, while thematic analysis was applied to the qualitative responses to identify recurring themes and patterns. This combination allows for a comprehensive understanding of AR's impact on professional development.

Results

The expected results indicate that AR-enhanced professional development will lead to increased educator motivation, engagement, and collaboration. We anticipate that participants will report higher levels of satisfaction with the training due to the immersive and interactive nature of AR. Preliminary data suggests that AR fosters a more personalized learning experience, helping educators retain information and apply new skills more effectively. Additionally, we expect to find positive correlations between AR use and improvements in professional growth, critical thinking, and problem-solving skills. These findings aim to validate AR’s potential as a transformative tool in higher education professional development.

Importance

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References

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