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Factors influencing teachers' adoption of AR inquiry games to foster skills for Responsible Research and Innovation

机译：影响教师采用AR探究游戏的因素，促进负责任的研究和创新技能

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摘要

Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers' views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers' adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to CARE about global issues, KNOW science concepts and DO actions through an active open schooling network. The key drivers for educators' adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner's achievements and difficulties.
机译：负责任的研究和创新（RRI）是一种促进科学与社会的当代方法，以使科学创新与社会需求保持一致。关于RRI教育的文献是有限的，因为目前不是普遍的练习。为了探索这一差距，这项研究审查了教师对一个新的查询游戏的看法，增强现实，以促进rri的探究技巧。这款关于遗传改良食品的游戏由来自二级和高等教育的教育工作者使用，他们从事390名学生的谷物谷物的风险和福利表达意见。定性数据的主题分析：半结构化问卷，教学报告和焦点小组，揭示了影响教师通过新技术创建的教师采用的动机和做法。调查结果显示，游戏中使用的3相模型方法从事学生关心全球问题，了解科学概念，并通过主动开放教育网络进行行动。教育工作者采用AR询问游戏的关键驱动因素是通过学生为中心的方法和主题资源来学习更有意义，并从事他们发展科学知识和技能。但是，这是易于使用的技术和教学策略，用于确定学习者的成就和困难。

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