The aim of this study was the examination of the perceived affordances and constraints of drones for teaching and learning. The sample consisted of 44 in-service teachers who attended an introductory presentation on drones, their technology and control mechanisms and afterwards assembled, flew and programmed four multicopter drones. Data was collected through anonymous online questionnaires. Results from qualitative data analysis revealed seven affordances, namely programming through block-based languages, recording and bird’s-eye view, viewing places that are unseen from ground level and real-time photo and video streaming, drone assembly, data collection and processing, gamification, and development of several student skills. Additionally, they revealed four constraints, namely the necessity of teacher training, time restrictions regarding the drone’s battery life, infrastructural and personal data restrictions. These findings will contribute to a better understanding of the educational value of drones for teaching and learning and, at the same time, provide a base-layer for future research in using drones for educational purposes.

The aim of this study was to investigate the factors that might affect pre-service teachers’ intention to use Mobile Augmented Reality in their future teaching. The Mobile Augmented Reality Acceptance Model (MARAM) was used as the study’s theoretical framework. In addition, this work was a validity study for MARAM. Empirical data was collected from 137 pre-service teachers who had developed their own Mobile Augmented Reality applications during an undergraduate university course. The findings of the regression analysis revealed that the MARAM’s variables can explain the variance of perceived ease of use, perceived usefulness, attitude, and intention to a satisfactory degree. Mobile self-efficacy and facilitating conditions were predictors of perceived ease of use. Both perceived enjoyment and perceived relative advantage were predictors of perceived usefulness. In addition, both perceived usefulness and perceived enjoyment were predictors of attitude. Finally, attitude and perceived usefulness were predictors of pre-service teachers’ intention to use Mobile Augmented Reality in their future teaching. However, perceived ease of use failed to be a predictor of attitude and perceived usefulness. These results have implications for pre-service teachers’ education, school leaders and researchers in the field of augmented reality acceptance models.

This study examined in-service teachers’ perceptions regarding spatial presence, simulator sickness and usability of First-Person view drones through Head-Mounted Displays in order to determine the suitability of their use in teaching and learning processes. The sample consisted of 60 in-service teachers of primary education. Data was collected via the Temple Presence Inventory Scale, Simulator Sickness Scale and the System Usability Scale. Results showed that the teachers rated an increased level of spatial presence. Additionally, the simulator sickness was relatively low, and the drone’s usability was rated as excellent. These findings contribute to the better understanding of the potential of First-Person view drones as learning tools.

This study proposed MARAM, a mobile augmented reality acceptance model that determines the factors that affect teachers' intention to use AR applications in their teaching. MARAM extends TAM by adding the variables of perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self - efficacy. MARAM was tested in a pilot empirical study with 127 teachers who used educational mobile AR applications and developed their own ones. The results of regression analysis showed that MARAM can predict a satisfactory percentage of the variance in teachers' intention, attitude, perceived usefulness and perceived ease of use. Attitude, perceived usefulness, and facilitating conditions affected intention. Both perceived usefulness and perceived enjoyment affected attitude. Furthermore, perceived relative advantage and perceived enjoyment affected perceived usefulness. In addition, mobile self-efficacy and facilitating conditions affected perceived ease of use. However, perceived ease of use did not have any effect on attitude and perceived usefulness. MARAM could serve as the basis for future studies on teachers' acceptance of mobile AR applications and be expanded through the addition of other variables.