Augmented reality competencies and integration challenges among primary school teacher education students: a mixed-methods study

Abstract

Introduction. In the digital age, integrating advanced technologies like Augmented Reality (AR) into educational practices is increasingly vital. AR holds the potential to significantly enhance student engagement and understanding by providing immersive learning experiences. This study investigates the AR competencies among Primary School Teacher Education (PSTE) students and identifies the challenges they face in incorporating AR into their teaching practices. Study participants and methods. The study involved 150 PSTE students who participated in a comprehensive mixed-methods approach comprising surveys, interviews, and classroom observations. Quantitative data were analyzed using descriptive and inferential statistics, including means, standard deviations, and ANOVA to examine competency levels and confidence differences. Qualitative data from interviews and observations were coded and analyzed thematically to uncover deeper insights into participants' experiences. Results. The findings revealed varied levels of AR competencies among the participants: 20% demonstrated minimal competencies, 46.7% had moderate competencies, and 33.3% exhibited extensive competencies. Significant differences in confidence levels were observed across these competency groups. Participants acknowledged AR's potential to enhance student engagement and understanding; however, they faced several challenges, including insufficient training (63.3%), technical difficulties (56.7%), and limited access to AR devices (60%). Qualitative analysis underscored the need for better support and resources to effectively integrate AR into educational settings. Conclusion. The study underscores the importance of comprehensive professional development programs that address both the technical and pedagogical aspects of AR integration. To maximize AR's educational potential, teacher education programs must prioritize robust training and resource allocation. The findings suggest actionable strategies for improving AR competency among PSTE students and highlight areas for future research, including longitudinal studies on AR’s impact on teaching efficacy and student outcomes.