Biology Pre-Service Teachers' Views on the Use of Augmented Reality Applications in the Teaching Process: A Mixed-Methods Study

Abstract

Augmented Reality (AR), which aims to create a semi-real world by leveraging the real physical world to generate compelling experiences, has gained increasing prominence in educational content, just as in many other areas of life. The effects of AR applications, particularly in subjects like biology that involve numerous submicroscopic structures and models, are being increasingly researched. However, when examining existing studies, it is observed that there needs to be more research that profoundly explores the views of biology teacher candidates regarding AR applications. Therefore, this study is expected to make a significant contribution by filling this gap and helping to integrate AR technologies into the education system by understanding the attitudes of biology teacher candidates toward AR applications.

This study investigated the attitudes and opinions of biology teacher candidates about augmented reality. The study group of the research consists of 77 teacher candidates who continue their education in biology education at a state university in Ankara, determined by appropriate sampling methods from random sampling methods. The study used a convergent parallel design, in which qualitative and quantitative data were collected together, and both data types were given equal importance and weight.

The research data were obtained through the "Attitude Scale for Augmented Reality Applications" developed by Küçük, Yılmaz, Baydaş, and Göktaş (2014) and a semi-structured interview form developed by the researchers. In analyzing the obtained quantitative data, normality tests, descriptive statistics, independent samples t-tests, and one-way analysis of variance (ANOVA) were used. For the analysis of qualitative data, both descriptive and content analysis were employed according to the research results. It was determined that the teacher candidates' attitudes toward augmented reality applications were moderate, and there was no difference according to gender and class variables. Teacher candidates’ views regarding augmented reality are generally positive, and they believe this technology can positively contribute to the teaching process. The pre-service teachers' opinions on the subject confirm the level of awareness obtained with quantitative data. The research was completed by discussing the results and presenting suggestions.