Secondary education teacher’s views on mixed reality in inclusive environments
Abstract When talking about digital resources in secondary education classrooms in the 21st Century, we must mention tools such as Mixed Reality (MR). However, we must not only have in mind the perspective and training of teachers on their use, but we must consider that the ecologies of the classroo...
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| Format: | Article |
| Language: | English |
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Springer
2025-01-01
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| Series: | Journal of New Approaches in Educational Research |
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| Online Access: | https://doi.org/10.1007/s44322-024-00023-8 |
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| author | Verónica Marín Begoña E. Sampedro Marina Morales-Diaz |
| author_facet | Verónica Marín Begoña E. Sampedro Marina Morales-Diaz |
| author_sort | Verónica Marín |
| collection | DOAJ |
| description | Abstract When talking about digital resources in secondary education classrooms in the 21st Century, we must mention tools such as Mixed Reality (MR). However, we must not only have in mind the perspective and training of teachers on their use, but we must consider that the ecologies of the classroom are becoming increasingly diverse, thus demanding an inclusive view of the entire teaching–learning process. The present article presents the opinions of a group of Spanish the Secondary Education teachers (N = 247), on Mixed Reality and inclusive education. Their opinion was collected through the use of a questionnaire composed of 15 items distributed into two dimensions, with 12 of them using a Likert-type response scale of 5 options. Among other aspects, the results showed that the female teachers were more prone on using MR in inclusive environments. As a conclusion, it was observed that even though the use of MR can promote inclusive education, whether or not they were more promising for their use in the learning of students with diverse disabilities, difficulties, or gifted, was dependent on the discipline of the professor (experiences and beliefs), as well as gender (views). |
| format | Article |
| id | doaj-art-0d409f5f729e417c9f89634a9fbcb7c1 |
| institution | Kabale University |
| issn | 2254-7339 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Journal of New Approaches in Educational Research |
| spelling | doaj-art-0d409f5f729e417c9f89634a9fbcb7c12025-01-26T12:58:54ZengSpringerJournal of New Approaches in Educational Research2254-73392025-01-0114111410.1007/s44322-024-00023-8Secondary education teacher’s views on mixed reality in inclusive environmentsVerónica Marín0Begoña E. Sampedro1Marina Morales-Diaz2Faculty of Education and Psychology, University of CórdobaFaculty of Education and Psychology, University of CórdobaFaculty of Education and Psychology, University of CórdobaAbstract When talking about digital resources in secondary education classrooms in the 21st Century, we must mention tools such as Mixed Reality (MR). However, we must not only have in mind the perspective and training of teachers on their use, but we must consider that the ecologies of the classroom are becoming increasingly diverse, thus demanding an inclusive view of the entire teaching–learning process. The present article presents the opinions of a group of Spanish the Secondary Education teachers (N = 247), on Mixed Reality and inclusive education. Their opinion was collected through the use of a questionnaire composed of 15 items distributed into two dimensions, with 12 of them using a Likert-type response scale of 5 options. Among other aspects, the results showed that the female teachers were more prone on using MR in inclusive environments. As a conclusion, it was observed that even though the use of MR can promote inclusive education, whether or not they were more promising for their use in the learning of students with diverse disabilities, difficulties, or gifted, was dependent on the discipline of the professor (experiences and beliefs), as well as gender (views).https://doi.org/10.1007/s44322-024-00023-8Mixed realitySecondary school teachersInclusive educationLearningDigital divide |
| spellingShingle | Verónica Marín Begoña E. Sampedro Marina Morales-Diaz Secondary education teacher’s views on mixed reality in inclusive environments Journal of New Approaches in Educational Research Mixed reality Secondary school teachers Inclusive education Learning Digital divide |
| title | Secondary education teacher’s views on mixed reality in inclusive environments |
| title_full | Secondary education teacher’s views on mixed reality in inclusive environments |
| title_fullStr | Secondary education teacher’s views on mixed reality in inclusive environments |
| title_full_unstemmed | Secondary education teacher’s views on mixed reality in inclusive environments |
| title_short | Secondary education teacher’s views on mixed reality in inclusive environments |
| title_sort | secondary education teacher s views on mixed reality in inclusive environments |
| topic | Mixed reality Secondary school teachers Inclusive education Learning Digital divide |
| url | https://doi.org/10.1007/s44322-024-00023-8 |
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