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Abstract
<p style="text-align:justify">It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.</p>
Highlights
Educational systems are dynamic systems that are constantly being renewed and developed and adapted to the requirements of the time
According to the findings of the first sub-problem of the survey, it is determined that only half of the teacher candidates are familiar with the augmented reality applications and these applications are mostly known by the teacher candidates who are studying in the Department of Computer Education and Instructional Technology (CEIT)
It can be argued that the fact that the teacher candidates of CEIT know about the augmented reality applications more than of the other departments is because the students of this department follow the issues related to technology more closely by force of their department and that the teaching staff working in the department of CEIT are more knowledgeable about this issue, and guide their students in this direction
Summary
Educational systems are dynamic systems that are constantly being renewed and developed and adapted to the requirements of the time. A great majority of students studying in higher education today have come to the world at a time called technology age where technological developments and devices have developed at a dizzying pace, and they have grown up directly in technology. This generation is called "digital generation" and many studies have been done in this area (Montgomery, 2007; Gren and Hannon, 2007; Ryan, 2014; Shen, 2015; Langan et al, 2016; Somyurek, 2014; Cinar and Akgun, 2015). The use of technology-supported learning-teaching processes in higher education, which is the last stage of education that can meet the needs of employment and qualified labour force different from other levels of education, is more important in terms of increasing student motivation and qualifications
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