Identification of pre-service biology teachers’ opinions about benefits and challenges in developing mobile augmented reality teaching materials: a nominal group technique study

This study examines pre-service biology teachers’ (PSBTs) opinions on the benefits and challenges of self-developed mobile augmented reality (mAR) biology teaching materials. In this research, 27 PSBTs participated and were divided into three nominal groups. The study is grounded in the Substitution, Augmentation, Modification and Redefinition (SAMR) framework, which was used to examine how PSBTs perceive different levels of technology integration through self-developed mAR materials. Following our objective, we employed a mixed methodological approach. Data were collected through the Nominal Group Technique (NGT), including written reflections, group discussions, and ranking of identified themes. PSBTs singled out 15 themes that indicate the benefits of mAR materials, as well as three themes that highlight challenges in their implementation. The key findings highlight enhanced visualization, increased motivation and personalization as main benefits, and limited time and resources as major challenges. Using the four levels of the SAMR model, found themes were organized into Substitution, Augmentation, Modification and Redefinition. Most themes were located in the first two SAMR levels. Nevertheless, the participants pointed out that mAR teaching materials enable greater personalization and inclusiveness and a stronger emotional connection between students and nature.