Effectiveness of Augmented Reality Applications and Their Role in Improving Academic Achievement from the Perspective of Science Teachers in Al-Darb Governorate

Abstract

This study aimed to identify the effectiveness of using augmented reality applications in teaching science and their role in improving academic achievement among middle and secondary school female students in Al-Darb Governorate. The study sought to determine the degree of effectiveness of augmented reality applications, identify the most commonly used applications, explore the challenges faced by science teachers when using these applications in the educational process, and examine whether there were statistically significant differences in participants’ responses according to specialization, years of experience, educational stage, and number of training courses. The study adopted the descriptive survey method, and a questionnaire was used as the main instrument for data collection. The questionnaire was administered to a random sample of (78) science teachers working in middle and secondary schools in Al-Darb Governorate, under the General Directorate of Education in Jazan Region, during the academic year 1447 AH. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that the effectiveness of using augmented reality applications in teaching science was rated very high, with an overall mean score of (4.74 out of 5). The results also indicated that the most widely used applications were ARLOOPA, Cell World, and Newton AR. In addition, the study identified several challenges, including weak internet connectivity, insufficient training, and limited technical support. Furthermore, no statistically significant differences were found in participants’ responses based on the study variables. The study recommended expanding the use of augmented reality applications, providing specialized training programs, and improving technological infrastructure in schools.