Perception and Utilization of Augmented Reality Among Pre-Service Teachers’ for Instruction in Kwara State, Nigeria

This study investigates the perception and utilization of Augmented Reality (AR) instruction among pre-service teachers in Kwara State, Nigeria. In light of the growing importance of digital technologies in education, AR offers an innovative tool for enhancing teaching and learning experiences. However, the extent to which future educators understand and apply this technology remains underexplored. Using a descriptive survey research design, data were collected from 263 pre-service teachers across various faculties of education through a structured questionnaire. Descriptive statistics such as means and standard deviations, along with inferential statistics like independent t-tests, were employed to analyze the data. Findings revealed that pre-service teachers held generally positive perceptions of AR, acknowledging its potential to make lessons more engaging, interactive, and effective. Despite this, actual utilization of AR tools in instructional planning and practice was moderate, highlighting a disconnect between perceived usefulness and practical implementation. Moreover, no significant gender-based differences were found in perception or utilization levels. The study identifies critical barriers such as lack of technical training, insufficient resources, and limited institutional support. Based on the findings, it recommends the integration of AR-focused training in teacher education curricula, provision of adequate digital infrastructure, and promotion of inclusive policies to support technology adoption. This research contributes to the discourse on educational technology integration and offers insights for policy formulation, curriculum development, and teacher training programs.