<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taktat Ateş, Y.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD TEACHERS’ ADOPTION OF AUGMENTED REALITY: EVIDENCE FROM A UTAUT2-BASED MODEL IN PRESCHOOL SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology acceptance</style></keyword><keyword><style  face="normal" font="default" size="100%">UTAUT2</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771006</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Augmented reality (AR) has been increasingly recognised as a promising digital tool for enhancing inquiry-oriented science learning in early childhood settings. Nevertheless, empirical evidence remains limited regarding the factors that shape preschool teachers’ readiness to adopt AR within their educational practice. Drawing on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study examines the determinants influencing preschool teachers’ intentions to adopt AR for science education in Turkey. The sample comprised 1,020 pre-service and in-service preschool teachers who engaged in a multi-phase research process that included interaction with AR-based science scenarios, structured informational content, and completion of an adapted UTAUT2 questionnaire designed for early childhood contexts. Data were analysed using confirmatory factor analysis and structural equation modelling. The findings indicated that all seven UTAUT2 constructs exerted statistically significant effects on behavioural intention. In particular, hedonic motivation, performance expectancy, and habit emerged as the most influential predictors, suggesting that enjoyment-related and routine-oriented considerations play a central role in early childhood teaching environments characterised by play-based learning and established daily practices. Overall, the model accounted for 62% of the variance in teachers’ behavioural intention, demonstrating strong explanatory capacity and supporting the relevance of the UTAUT2 framework for early science education. By extending technology acceptance research to a previously underexplored developmental and pedagogical context, the study underscores the need for AR design, professional development, and institutional support strategies that are closely aligned with the realities of preschool teaching.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">186-206</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Serhat Dindaş</style></author><author><style face="normal" font="default" size="100%">Murat İnce</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING PRIMARY STUDENTS’ READING SKILLS THROUGH AUGMENTED REALITY-ENRICHED TURKISH TEXTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">reading skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664271</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study examined whether the integration of augmented reality (AR) into fourth-grade Turkish reading lessons enhances students’ reading comprehension and motivation. A quasi-experimental pretest-posttest control group design was employed, involving 48 students (24 experimental and 24 control) from a public primary school. Students in the experimental group engaged with AR-enriched texts, while the control group read the same texts without AR enhancement. Reading comprehension proficiency and attitudes toward AR were measured using standardized scales, and qualitative interviews were conducted to gather student feedback. Results indicated that the experimental group demonstrated a significant improvement in reading skill scores compared to their baseline, while the control group showed no significant progress. A moderate positive correlation was observed between students’ reading comprehension self-efficacy and their attitudes towards AR, indicating that students who felt more confident in their reading skills also tended to view AR-based learning more positively. Qualitative findings further revealed that AR enriched texts increased student engagement—evoking curiosity, excitement, and enjoyment—and helped students maintain focus during reading. These results suggest that integrating AR into reading activities can enhance elementary students’ reading abilities and motivation. These findings highlight the potential of integrating AR into literacy education to foster students’ engagement and comprehension. The study underscores the importance of designing technology-supported reading activities that align with curriculum goals and suggests that AR can serve as an effective educational tool to enhance motivation and learning outcomes in primary education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">663-676</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author><author><style face="normal" font="default" size="100%">Rituparna Chakraborty</style></author><author><style face="normal" font="default" size="100%">S. Thirumalesha</style></author><author><style face="normal" font="default" size="100%">C. S. Gururaja</style></author><author><style face="normal" font="default" size="100%">Sangtam, T. Y.</style></author><author><style face="normal" font="default" size="100%">Rhatsu, K.</style></author><author><style face="normal" font="default" size="100%">Jochan, G. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative study</style></keyword><keyword><style  face="normal" font="default" size="100%">smart learning environments</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444118.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers’ and students’ definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">501-516</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING FORMATIVE MEASUREMENT MODELS TO EVALUATE THE EDUCATIONAL AND MOTIVATIONAL VALUE OF AN AR-BASED APPLICATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">educational value</style></keyword><keyword><style  face="normal" font="default" size="100%">formative measurement models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419345838.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">50</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the explosion of new technologies for e-learning there is an increasing demand to assess the educational and motivational value of a new application. Augmented reality (AR) is a promising technology that creates new learning experiences by integrating real objects from the traditional school into a computing environment. A research challenge is to better understand the relationships between various factors of interest for the successful deployment of educational systems in primary and secondary schools. There are several approaches to evaluation that are based on quantitative methods. In recent years there is an increasing interest in taking an alternative perspective to measurement by using formatively measured constructs. This paper will highlight several benefits in using formative measurement models to evaluate the educational and motivational value of an AR-based e-learning application. The evaluation target is a Chemistry learning scenario that has been developed in the European project ARiSE – Augmented Reality in School Environment. Based on our previous work we developed a new evaluation instrument that includes both reflectively and formatively measured constructs to evaluate the ergonomic, educational, and motivational quality of a desktop AR application. The preliminary results from a pilot study show the extent to which specific features of the Chemistry scenario are positively influencing the educational and motivational value.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">70-79</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERNATIONAL PROJECTS „ARISE“ AND „IQST“ FOR IMPROVING QUALITY OF SCIENCE TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">natural science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400514560.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">An international cooperation is undoubtedly an important issue. Science is science and it has an international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. It is obvious if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tommorow.
 It is obvious that all projects are different. For example, large-scale scientific projects are very different to standard scale projects, which can be characterised mainly in four aspects: budget, human resources, time scale, productivity. The projects usually comprises experts from different areas of science and education. Another argument is that the globalization is becoming an international trend making countries open their doors, integrate and participate further in international co-operation activities. Generally speaking, we should recognize the importance of projects to education success. Projects generally are doing something new, innovative and this is very important. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEDAGOGICAL EVALUATION OF PROTOTYPE 3 OF THE AR LEARNING PLATFORM BASED ON THE RESULTS ACHIEVED DURING THE THIRD ARISE SUMMER SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408707.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Augmented Reality teaching /learning platform is an innovative technology aimed at implementing links between the real and virtual world. The technology developed by the ARiSE project focuses on offering conditions for customers not only to observe a combined view (real and virtual) but also to directly interact with the real world (real objects). It is likely that the approach learning by doing is more effectively realized in the educational process. 
Creating teaching/learning modules and constructing didactical scenarios of practicing the modules is one of the main conditions to use the above mentioned innovative technology in the educational practice. The primary purpose of the international research project ARiSE (Augmented Reality in School Environments) was to test pedagogical effectiveness of introducing augmented reality (AR) into the comprehensive school and creating remote collaboration between classes around the AR display systems.
 In the given article the results of the pedagogical evaluation of the prototype 3 of the AR learning platform are presented. The students agree that Prototype 3 of the AR platform is a new and useful tool that could be successfully applied for learning purposes in the educational process.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-103</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Margarita Vilkonienė</style></author><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Rytis Vilkonis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEDAGOGICAL EVALUATION OF THE PLATFORM BASED ON AUGMENTED REALITY TECHNOLOGY: A POSITION OF THE EXPERTS PROVIDING ASSISTANCE WITH TEACHING/LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">focus group</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">January/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392222031.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The primary purpose of the progressing international scientific project ARiSE – is to test pedagogical effectiveness introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around the AR display systems. ARiSE will develop an AR platform and associated pedagogical use cases, enabling teachers to promote, with a moderate effort, new teaching practices for teaching scientific and cultural content in primary and secondary school. The aim of the project is to offer to the group of students the possibility of ‘playing’ with virtual objects and thereby to perform learning by doing instead of learning by reading.
 The research was carried out at Siauliai University in Lithuania. 38 respondents - experts assisting students with special educational needs in teaching/learning (psychologists, speech therapy experts, special pedagogues and the specialists from the education department) took part in this research. The focus groups were formed requiring indiscretion i.e. the group members were not allowed to make any specific impact on one another (in terms of work place, competence and social status). Thus, 6 groups of respondents were set up. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">56-78</style></section></record></records></xml>