Abstract
AbstractThis study investigated how teachers, who were familiar with AR and implemented AR-based instructional interventions, identify and perceive the factors that affect the integration of AR in educational practice. The research data were collected through online semi-structured interviews from teachers who had previously participated in a professional development program about AR in education. The findings indicated that the participant teachers considered that the use of AR in their instruction can provide many benefits for the students by harnessing a range of affordances that promote active learning. In addition, the findings revealed several factors that affect the integration of AR in primary and secondary classrooms.KeywordsAugmented realityDigital technologiesPrimary and secondary educationTeachers’ perceptions
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