Introduction to Augmented Reality in Indian Schools
The use of Augmented Reality Applications (ARA) in schools is a growing trend worldwide. A recent study explored how Indian school educators perceive, attitude, and behave towards ARA. The research aimed to grasp the interrelationships between these variables and the aspects that influence them at the college level.
Methodology of the Study
The study used a descriptive mixed-method approach, collecting data from 730 teachers across all 28 states and eight union territories of India. The data was collected using standardized, self-developed questionnaires. Quantitative evaluation included percentages, chi-square, t-tests, ANOVA, multiple correlations, and coding techniques.
Findings of the Study
The findings revealed that teachers exhibited low to moderate levels of perception, attitude, and behavior towards ARAs. Female teachers scored significantly higher than their male counterparts. Notable differences were observed across school category, stream, qualification, and designation, though attitudes showed no significant variation. In contrast, age, location, and teaching experience had little to no impact.
Correlations Between Variables
Strong positive correlations were identified among the many three variables—perception and attitude, perception and behavior, and attitude and behavior—underscoring their interdependence. This suggests that teachers who’ve a positive perception of ARA usually tend to have a positive attitude and behavior towards it.
Barriers to Adoption
Qualitative insights further highlighted key barriers to the adoption of ARA in schools, including limited awareness, low motivation, inadequate infrastructure, and insufficient training. Despite these challenges, teachers demonstrated resilience by adopting adaptive strategies.
Conclusion
The study suggests that effective integration of AR in schools requires robust administrative support, adequate funding, targeted skilled development, collaborative practices, and the event of culturally relevant, discipline-specific content. By addressing these challenges and providing the needed support, schools can harness the potential of ARA to boost teaching and learning. The findings of this study have implications for educators, policymakers, and researchers looking for to advertise the adoption of ARA in Indian schools. By understanding the perceptions, attitudes, and behaviors of teachers towards ARA, we are able to work towards making a more supportive and inclusive environment for the effective integration of this technology.
