Mock Viva

Exploring Awareness, Use and Future Use of Augmented Reality as an Educational Tool from an Academic Staff Perspective in Saudi Higher Education with Ebtisam (Basma) Alqahtani

Abstract

In alignment with various ministerial decisions associated with the Saudi Education 2030 Vision, there has been a notable increase in the growth of educational technology in Saudi higher education institutions (HEIs). Despite the commitment to achieving the goals of the 2030 Vision, the push to enhance educational technology in HEIs has grown due to the global crisis of COVID-19. The primary objective of this research was to examine the potential adoption of AR as an educational tool in teaching and learning in HEIs through academic staff within Saudi Arabia's HEI system.

Therefore, this mixed-methods research was conducted to explore statistical data about the perceptions and perceptions of academic staff regarding the use of AR, and interviews to explore individual-level information and subjective experiences about the reasons behind their decision to adopt or not AR in teaching and learning practice.

An online survey was completed by 851 academic staff from five Saudi universities from five regions and a range of disciplines, and interviews were carried out with 20 academic staff following the survey during COVID-19 time. Survey data revealed that 75% of academic staff were aware of AR as an educational technology, with 63% not currently using it, and most (91%) planning to use it in future. Humanities Disciplines, and male academic staff compared to female academic staff, were higher in awareness about AR. Academic staff agreed upon a range of identified benefits of using AR in teaching and learning including being able to better support teaching during crises such as Covid-19, yet staff from Humanities disciplines were higher in benefits than those in science disciplines. In addition, academic staff agreed upon a variety of identified barriers to using AR, and men were higher than female staff in reporting barriers. Additionally, academic staff agreed with the range of identified motivation factors for using AR. Significant correlations existed between each independent variable of motivation from DTPB with actual AR use and intent to use AR in the future, the motivation factors that affected the use were Self-efficacy, and the compatibility factor that affected intention to use AR. DTPB demonstrates it is a useful model for encouraging future AR use.

Interview data further revealed a lack of professional training in AR technologies, and perceived useful resulting in academic staff using it. However, COVID-19 time makes it harder to use AR, but it increased the academic staff's intention to use it in the future.

The triangulated findings suggest a higher awareness of AR, especially in Humanities disciplines and male staff, which might be due to their interest and positive attitude toward AR. Additionally, low usage of AR might be due to the lack of training courses, although usage can be supported through self-efficacy and perceived usefulness. Finally, the high intent to use AR in the future is linked to viewing AR as compatible with one’s learning and teaching practice, as well as inspired by teaching online during the crisis time of COVID-19.

Recommendations based on the study findings surrounding both hard (professional development/ IT) skills and soft (self-confidence/ efficacy) are provided to support Saudi universities in implementing AR in their HEIs, especially during normal times or, possibly, in any future crises, and the wider context of institutional support is considered.

Host or Publisher PGR Community Team, School of Education, University of Glasgow