Augmented and virtual reality in education: A comparative study of teacher perceptions in Saudi Arabia and Jordan
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Abstract
This study explores teachers’ perceptions of augmented reality and virtual reality as emerging instructional tools in public schools. It addresses a research gap concerning educators’ readiness and attitudes toward integrating immersive technologies into classroom practice. The objective was to understand how teachers perceive the educational value of these technologies and whether their perspectives vary according to professional experience and academic qualification. Adopting a descriptive survey design, data was collected from 199 teachers using a validated instrument. The analysis indicated a moderate level of familiarity and application of augmented and virtual reality in teaching practices. Differences in perception were observed across experience levels and educational backgrounds. The findings suggest that despite growing awareness, the pedagogical integration of these technologies remains limited by insufficient training and institutional support. The study underscores the importance of professional development programs and policy initiatives to enhance teachers’ competence and confidence in utilizing immersive tools for innovative learning.
Keywords: Augmented reality; education; teachers; technology integration; virtual reality
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