Augmented Reality in Science and English Education: Primary Classroom Pre-Service Teacher Experiences

Abstract

This research investigates the implementation of Augmented Reality (AR) in English and Science teaching by pre-service teachers in primary schools. Thirty-four pre-service teachers from the Arab American University attended a four-week AR workshop, with four being chosen for extensive classroom observations and video analysis. Employing a qualitative case study approach, the study investigated the mechanisms of AR integration, intended educational goals, and perceived challenges and gains. Results indicated that AR enriched engagement, motivation, and conceptual comprehension through interactive 3D models, real-world simulations, game-based learning, and collaboration. Educational goals involved promoting inquiry, assisting diversified learning styles, and building digital literacy. Challenges included technical issues, time constraints, cognitive overload, and institutional support limitations. This study emphasizes AR's pedagogical flexibility across subjects. Recommendations call for specific teacher training, infrastructure development, and policy support to facilitate effective and equitable AR adoption in primary education.