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Can AR projects build teachers' digital competence?
Creating collaborative AR language projects improved pre-service teachers' awareness that pedagogy-plus-technology skills need more training.
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How many undergraduates initially enrolled in the Applied Linguistics class?
92 students.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
How many students completed all AR project tasks?
85 students.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
What gender split did participants report?
82% female and 18% male.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
How many collaborative AR projects were produced?
17 projects.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
What share had prior AR exposure in other subjects?
Only 4.7%.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
Which TPACK area scored highest on average?
Content knowledge on CLIL and foreign-language teaching (CK), M = 3.74.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
Which TPACK intersection was especially weak?
Technological pedagogical knowledge (TPK).
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
What classroom approach were the AR projects designed to support?
Teaching English to children in a CLIL classroom.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
What assessment frameworks were used after the projects?
The TPACK framework and the ARAAS scale.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
Had any candidates previously used SDKs for AR content creation?
No—none had ever used SDKs for AR content creation.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
About how much out-of-class time did project building require?
An average of 5–10 hours outside class.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified
Why are isolated TK and PK insufficient according to the discussion?
Effective integration needs holistic technological pedagogical content knowledge, not separate silos.
Source: Integrating augmented reality in language learning: pre-service teachers' digital competence and attitudes through the TPACK framework · DOI · quote verified