Assessing the Teachers’ Readiness for Integrating Augmented Reality in K-12 Education: A Comparative Analysis

Abstract

The integration of augmented reality (AR) into educational environments will depend on its perceived effectiveness in enhancing teaching practices and the attitudes toward the use of this technology. Therefore, the main objective is to investigate the teachers’ attitude and motivation to adopt AR in educational settings, which also looks at a cross-cultural context. Furthermore, this research reveals different aspects that have an impact on teachers’ attitudes toward adopting AR in the teaching process. To investigate this, we conducted a study with 87 K-12 teachers belonging to two different education systems, i.e., Sweden and Palestine. The mixed-methods approach enhances the validity of the study and provides a broad understanding through numerical data, while qualitative insights offer deeper explanations of the findings. The results indicate a statistically significant difference in teachers’ attitudes about AR, with a mean 3.99 for teachers coming from Palestine showing a more positive attitude towards AR-supported learning. Therefore, it is important for educational institutions and application developers to consider a range of learning and teaching methods, as well as specific needs, throughout the process of developing and incorporating AR into the curriculum.