GEOGRAPHY LECTURERS’ AND STUDENTS’ ACCEPTANCE OF AUGMENTED REALITY IN NIGERIAN UNIVERSITIES

Abstract

The use of technology in education can influence students to learn actively and can motivate them, leading to an effective process of learning. The purpose of this study was to assess the use of augmented reality (AR) technology in higher education in Nigeria in terms of acceptance among Geography lecturers and students. A mixed method type of research was used comprising descriptive survey and quasi-experimental design. Twenty-two lecturers and 61 students participated in the study. Data were collected using an Achievement Test, a Cognitive Load Scale, and a semi-structured interview Guide. The results of the study showed that AR increased students’ achievement and decreased their cognitive load levels, and the students’ views about using AR technology were positive. Consequently, it can be stated that AR technology is a useful tool for teaching Geography, especially physical geography topics in universities, and it has the potential to transform geographic education if well accepted.