Awareness of Augmented Reality Applications in Chemistry Teaching among University Lecturers in Sokoto State, Nigeria
Sharhabilu Malami Yusuf
Department of Science Education, Faculty of Education, Sokoto State University, Sokoto, Sokoto State, Nigeria. Email: sharhabilumyusuf12@gmail.com
Abstract
The integration of emerging technologies such as augmented reality (AR) has gained increasing attention in science education due to its potential to enhance the teaching and learning of abstract concepts, particularly in chemistry. Despite growing evidence supporting the effectiveness of AR in improving students’ understanding and engagement, its successful implementation largely depends on lecturers’ awareness and familiarity with its applications. This study investigated the level of awareness of augmented reality applications in chemistry teaching among university lecturers in Sokoto State, Nigeria. The study adopted a descriptive survey research design. The population comprised all chemistry lecturers in the three universities in Sokoto State, and a census sampling technique was employed to include all respondents. Data were collected using a structured questionnaire designed to assess lecturers’ awareness, knowledge of AR applications, and factors influencing their awareness. The instrument was validated by experts and its reliability established using appropriate statistical methods. Data collected were analyzed using descriptive statistics such as mean and standard deviation. The findings revealed that lecturers possess a moderate level of awareness of augmented reality applications, with relatively higher awareness of general concepts but limited familiarity with specific AR tools and applications used in chemistry teaching. Furthermore, factors such as access to technological devices, internet availability, training in educational technology, and institutional support were found to significantly influence lecturers’ awareness. The study concludes that although awareness of AR exists among university lecturers, it is not sufficiently developed to support effective pedagogical integration. It is therefore recommended that universities and relevant stakeholders provide adequate training, improve technological infrastructure, and promote institutional support to enhance lecturers’ awareness and facilitate the integration of augmented reality in chemistry teaching.
Keywords: Augmented Reality, Chemistry, Pedagogy, Awareness and Integration
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