The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and
game-based approaches in Education and recommends its adoption. Considering the scarcity of this
type of educational resources in the Portuguese context, it is relevant to create opportunities for
teachers and researchers to collaborate in the development of high-quality open resources to be
integrated into games available for all. To this end, a 50-hour continuous training course for teachers
was conducted to promote collaborative development of mobile AR game-based resources for
Science, Technology, Engineering and Mathematics learning. In this contribution, data from a
questionnaire applied at the beginning of the training is analysed to support assessment of teachers’
previous experiences and initial perceptions regarding mobile learning, AR use in Education and
game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed
consent to participate in this study. This data was triangulated with information collected through
participant observation from two researchers who were also the trainers and the authors of this paper.
Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers
revealed naïve perspectives on mobile and game-based learning and were unaware of AR
technologies and their potential use in education. Teacher profiles varied from those who
acknowledge not knowing and not using either of the three approaches in their teaching practices, nor
in their personal learning experiences, to those who seem to have somewhat accurate ideas. This
work is relevant as this case study is an empirical account of teachers practices and perspectives on
mobile AR games.publishe
