Examining Saudi’s Secondary School Teachers’ Acceptance of Augmented Reality Technology

هدفت الدراسة إلى التحقق من نية المعلمين السلوكية في تبني واستخدام الواقع المعزز في المملكة العربية السعودية. مجتمع الدراسة يتشكل من المعلمين في 14 مدرسة ثانوية عامة للبنين في مدينة أبها. تم اختيار188 معلمًا منهم كعينة ممثلة، وزعت عليهم استبانة اشتملت على عوامل مختلفة لقياس مدى تقبلهم للواقع المعزز. وتم استخدام نموذج قبول التكنولوجيا لبناء أداة الدراسة. وتم اختبار خمسة عوامل ضمن فرضيات الدراسة كانت كالتالي: الفائدة المتصورة، وسهولة الاستخدام، والاتجاهات نحو الاستخدام، والنية السلوكية للاستخدام، والمتعة المتصورة. وأكدت هذه الدراسة أن النموذج المقترح والمعدل على نموذج قبول التكنولوجيا يعتبر أداة نظرية تساعد في فهم وتفسير النية السلوكية لاستخدام الواقع المعزز، وتوصلت نتائج الدراسة إلى أن الفائدة المتصورة، والاتجاهات نحو الاستخدام لها تأثير على النية السلوكية للاستخدام. كما تشير نتائج الدراسة إلى تأثير الفائدة المتصورة، والمتعة المتصورة على اتجاهات المعلمين نحو استخدام الواقع المعزز، ولكن لا يوجد تأثير مباشر لسهولة الاستخدام على اتجاهاتهم. كان هناك عدد قليل من الدراسات المتعلقة بالواقع المعزز درست العلاقات بين عامل المتعة المتصورة والعوامل الأخرى  المكونة لنموذج قبول التكنولوجيا، لهذا، فالنتائج التي توصلت إليها الدراسة الحالية تقدّم مرجعًا مفيداً  للدراسات المستقبلية حول استخدام نموذج قبول التكنولوجيا وتقنية الواقع المعزز. واختتمت الدراسة بمجموعة من المقترحات والتوصيات، والتطبيقات الممكنة للواقع المعزز لتحسين أساليب التدريس لدى المعلمين.

The current study aimed to know Educational challenges facing international scholarship students studying at the Islamic University in Medina from their point of view, and to understand the differences between students in these problems in terms of: university stage, academic major, cumulative average, knowledge of the Arabic language, and the continent to which it belongs. Based on the results of the study, a proposal was presented for solving these Challenges.

The study sample consisted of (460) students who were randomly chosen stratified from the international scholarship students studying at the Islamic University in Medina, and The researcher used the questionnaire to reveal the Study challenges, and it consists of (ten) dimensions: the study system, Staff members, courses, tests, Student counseling, administrative system, public services, students, university library, electronic technologies. An analytical descriptive approach was used, and statistical methods described in: arithmetic averages, standard deviations, and the stability factor "Alpha-Kronbach" and T-test for independent samples, the ANOVA test, and the Pearson correlation coefficient.

The results showed that the level of Study challenges faced by international scholarship students studying at the Islamic University in Medina came with a high degree, With a rate of (75.6142%), with an arithmetic average of (3.78071), with differences attributable to the "academic major" variable in favor of theoretical Majors, and differences attributed to the cumulative average variable in favor of estimating the "excellent", and the results did not show differences Attributed to variables: the university stage, familiarity with the Arabic language, and the continent to which the student belongs, and the researcher  reached to some  recommendations.

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