درجة استخدام تقنية الواقع المعزز و معوقاتها في تدريس العلوم بالمرحلة المتوسطة من نظر وجهة المعلمات و المشرفات بمدينة مكة المكرمة

Abstract EN

This study aimed to identify the reality of using the augmented reality technology and the obstacles that might face it in teaching preparatory school science from the point of view of female teachers and supervisors in the city of Makkah.

the study used the descriptive survey method, and the study was applied to a sample of (159) female teachers and (20) science supervisors for the preparatory stage in the city of Makkah, the study used an electronic questionnaire as data collection tool.

the most important results of the study concluded that the degree of science teachers’ usage of augmented reality technology in teaching preparatory school science from the point of view of female teachers and supervisors was low, and the obstacles to using augmented reality technology in teaching preparatory school science from the point of view of female teachers and supervisors came to a very high degree.

also, there were statistically significant differences at (0.05) level and less in the responses of the study sample about the degree of science teacher usage of augmented reality technology in teaching preparatory school science as per “job title” variable in favor of the category of female teachers, and the results also showed that there were no statistically significant differences at (0.05) level or less in the study sample’s responses about the degree to which the science teacher uses augmented reality technology in teaching science at the preparatory stage, as per the academic qualification variable and years of experience variable, also, there are statistically significant differences at (0.01) level and less in the responses of the study sample about the degree of science teacher usage of augmented reality technology in teaching preparatory school science as per the number of educational technologies training courses variable.

the study concluded several recommendations, the most important of which are : encouraging female teachers to use augmented reality technology in science teaching, and the necessity of providing financial support and workshops for female teachers and supervisors to use augmented reality technology in science teaching.