Exploring Teacher Use of Augmented Reality (AR) and Virtual Reality (VR) in South Africa and Turkey

Abstract

The purpose of this study was to explore the extent to which teachers in South Africa and Turkey are adopting and utilizing augmented reality (AR) and virtual reality (VR) in teaching and learning. A case study design approach was utilized, and data was collected using a questionnaire using Google Forms. This study involved 29 teachers from both countries: 16 teachers from South Africa and 13 teachers from Turkey participated in a randomized sample. The results of the study reveal that 56% of South African teachers and 38% of Turkish teachers have explored the use of AR and VR in teaching and learning. Mathematics and science-oriented subjects were the most dominant in terms of the integration of AR and VR. The teachers who could not integrate were limited by the availability of digital resources in both countries.