Augmented Reality for Active Learning: Exploring Preservice Teachers’ Learning Experiences and Future Use Considerations

This study examines how active learning principles and considerations are reflected in preservice teachers’ learning experiences with augmented reality (AR) and how they conceptualize its use in their future classrooms. Twenty-eight preservice teachers, including three interviewed participants, were surveyed about their experiences with AR and their future plans for its use after engaging in a science lesson on biological classification. Interview and open-ended survey data were analyzed qualitatively using inductive thematic analysis. Results indicate that while AR has significant potential to promote active learning, its implementation presents both challenges and opportunities when examined in relation to active learning principles and considerations. Preservice teachers recognized AR’s potential for active learning while also considering contextual factors and anticipating potential challenges with its implementation. We discuss the implications of the findings for both theory and practice and suggest directions for future research.