Teachers' perspectives toward using augmented reality technology in science learning

Abstract

Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning.

Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework