The readiness of the teachers of Halima Secondary Comprehensive School for Girls to use augmented reality technology in education

Abstract

This study aimed at identifying the readiness of the teachers of Halima Al Saadia Comprehensive Secondary School for Girls to use augmented reality technology in education. To achieve this goal, the descriptive analytical approach was used, the study sample consisted of (31) female teachers from Halima Al-Saadiya Comprehensive Secondary School for Girls. The study questionnaire was distributed to them.
The study revealed that the teachers of Halima Comprehensive Secondary School for Girls are moderately aware of augmented reality technology with a mean (2.96), and that they are ready to implement augmented reality technology in education to a high average with a mean (3.72). The study also found that there were statistically significant differences at the significance level (0.05) in the readiness of the teachers of Halima Al Saadia Comprehensive Secondary School for Girls to use augmented reality technology in education due to the educational qualification variable, and in favor of the postgraduate category, as well as there were no statistically significant differences at the significance level (0.05) in the readiness of the teachers of Halima Al Saadiya Comprehensive Secondary School for Girls to use augmented reality technology in education due to the variable number of years of experience.
In light of the results of the study, it was proposed to develop a scientific guide that includes standards for designing augmented reality content appropriate for each school stage, and develop the skills of producing augmented reality content for teachers of all primary, basic and secondary educational stages.