The impact of augmented reality applications on the course achievement and 21st century skills of social studies teacher candidates

As the need for technology grows in today's world, augmented reality (AR) is also being utilized as an instructional material. This study examines how AR applications affect the 21st-century learning skills of social studies teacher candidates. Conducted using a "Pre-Test-Post-Test Control Group Quasi-Experimental Design," the study involved 29 control group and 31 experimental group social studies teacher candidates, arranged in a 2x2 format. The "Augmented Reality Achievement Test" and the "Comprehensive 21st Century Competency Test" were used as pre-tests and post-tests. The data were analyzed using ANCOVA and Pearson r analysis. The results indicated that AR significantly improved student achievement and 21st-century competencies. Additionally, there was a moderately positive correlation between AR achievements and 21st-century competencies. These findings suggest that AR applications can enhance teacher candidates' effective use of technology and critical thinking skills. Therefore, educational programs and support mechanisms should be developed to increase the opportunities for teacher candidates to use AR.