Teachers' Attitudes Towards the Use of Augmented Reality Technology and its Obstacles in the Educational Process in Governmental Schools in Tubas Governorate

Abstract

This study aimed to identify public school teachers' attitudes towards using Augmented Reality (AR) technology in the educational process in Tubas Governorate, and to determine the most prominent obstacles hindering its use. The study derives its importance from highlighting the potential of this promising technology in education and the challenges of its application within the Palestinian educational context, contributing to filling a local research gap and offering practical recommendations for educational policymakers. To achieve the study's objectives, a descriptive quantitative approach was adopted, involving the development and application of a questionnaire on a stratified random sample of 266 teachers from the total population of 865 male and female public school teachers in Tubas Governorate. The findings revealed that public school teachers' attitudes towards using AR technology were positive and high, with an overall mean of 4.36 across all domains. Specifically, the domain "Teachers' Attitudes Towards AR Technology Integration" showed a mean of 4.33 with a high degree, while the domain "Teachers' Attitudes Towards Obstacles Hindering AR Technology Integration" recorded a mean of 4.39 with a very high degree, emphasizing teachers' awareness of existing challenges. Regarding demographic variables, the results indicated no statistically significant differences (α≥0.05) in teachers' attitudes and usage obstacles attributable to the academic qualification variable. Similarly, no statistically significant differences were found for the years of experience variable in the obstacles domain and the overall score; however, statistically significant differences (α≥0.05) were found in the "Teachers' Attitudes Towards Integration" domain in favor of teachers with less than 5 years of experience. Additionally, the results revealed statistically significant differences across all domains in favor of males. In light of these findings, the study recommended the necessity of developing effective and continuous training programs for teachers on using AR, providing the necessary infrastructure and technical resources in schools, and conducting evaluative studies of AR integration initiatives to examine their impact on teacher attitudes and student learning outcomes