The Role of Augmented Reality Technology in the Comprehension of Abstract Scientific Concepts in Science Learning for Third Intermediate Grade Female Students in Saudi Arabia: Teachers' Perspectives

Document Type : Original Article

Authors

1 Ph.D. Researcher in Science Curriculum and Instruction, Faculty of Education, King Khalid University

2 Professor of Science Curriculum and Instruction, Faculty of Education, King Khalid University

Abstract

The present study aims to investigate the role of Augmented Reality (AR) technology in enhancing the conceptual understanding of abstract scientific concepts among third-grade intermediate students in the Kingdom of Saudi Arabia, from the perspective of their science teachers. To achieve this objective, the study adopted a descriptive-analytical approach, with a sample consisting of 97 science teachers. A structured questionnaire was developed to assess perceptions regarding the impact of AR technology on students’ comprehension of abstract concepts in science education. The findings indicated that AR technology plays a significant role in facilitating students’ understanding of abstract scientific concepts, with an overall mean score of 4.18 and an agreement rate of 83.6%, reflecting a high level of effectiveness. The dimensions were ranked as follows: interpretation of abstract concepts (M = 4.22, 84.5%), explanation (M = 4.21, 84.2%), application (M = 4.19, 83.8%), and perceived barriers to AR integration (M = 4.10, 82.1%). Moreover, the results revealed statistically significant differences in teachers’ responses based on their academic qualifications—favoring those with higher degrees—and the number of digital training courses—favoring those with more extensive training. In light of these findings, the study recommends that educational policymakers promote the integration of AR technology in science instruction and take steps to overcome the barriers that may hinder its effective implementation in the classroom.

Keywords

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