Identification of pre-service science teachers' awareness and attitudes towards augmented reality applications

This study aimed to determine the levels of pre-service science teachers' awareness and attitudes towards augmented reality (AR) applications in terms of variables such as gender, grade level, taking AR applications as a course, and using AR applications. In the study, a descriptive research was conducted using the relational survey model, one of the quantitative research methods. The sample selected in the study consisted of 345 pre-service science teachers, 265 of whom were female and 80 of whom were male, studying at the 3rd grade and 4th grade levels at state universities in the 2023-2024 academic year. Data collection in the study was carried out through Google Form in a voluntary online environment by obtaining the necessary permissions. As a data collection tool in the study, the 'Demographic Section', Augmented Reality Attitude Scale (ARAS) and Augmented Reality Awareness Questionnaire (ARFA) were applied by obtaining the necessary permissions. Augmented Reality Attitude Scale is a 5-point Likert-type scale (1=Strongly Disagree, 2=Disagree, 3=Disagree, 4=Agree, 5=Strongly Agree). It consists of 15 items. Augmented Reality Awareness Questionnaire is a 5-point Likert type (1=Disagree, 2=Disagree, 3=Disagree, 4=Agree, 5=Strongly Agree) It consists of 27 items. SPSS 26.0 package program was applied in data analysis. Within the scope of data analysis, descriptive statistics values (arithmetic mean, standard deviation, minimum value, maximum value) of the variables were calculated. The sub-dimensions of the Augmented Reality Attitude Scale were examined. Since normal distribution was not observed, Mann Whitney U analysis test was applied to determine the level of Augmented Reality Awareness Questionnaire and Augmented Reality Attitude Scale between the variables of gender, grade level, taking AR applications as a course, and using AR applications. It was determined that there was no significant difference between the attitudes of pre-service teachers and the variables of gender, grade level, and the status of taking a course with AR content, but there was a significant difference between their attitudes and the variable of using AR applications. It was determined that the average scores of pre-service teachers who used AR applications were higher. It was determined that there was no significant difference between the Augmented Reality Awareness Questionnaire and the grade level. There was a significant difference between the Augmented Reality Awareness Questionnaire and the variables of gender, taking AR applications as a course and using AR applications. It was determined that female pre-service teachers, pre-service teachers who took AR applications as a course, and pre-service teachers who used AR applications had higher awareness mean scores. Spearman Correlation analysis test was applied to determine the relationship between the awareness questionnaire and attitude scale. It was determined that there was a significant and positive relationship.