Student views on instruction supported by mobile augmented reality

This study investigated middle school students’ perceptions of mobile augmented reality (MAR)-supported instruction in the solar system unit. Designed as a qualitative case study, the research involved 22 sixth-grade students who completed pre- and post-implementation opinion forms. Data were analyzed through inductive content analysis, supported by expert validation and intercoder reliability procedures. Findings indicated that students expected MAR to enhance visualization, motivation, and enjoyment in learning. Following the four-week instructional process, most of these expectations (86%) were fulfilled. Students reported that MAR facilitated a clearer understanding of planetary features and fostered active participation, while a small number expressed negative views due to challenges in technology use and group-based activities. These findings align with previous research emphasizing MAR’s cognitive and affective benefits, while also highlighting implementation challenges such as technical constraints and classroom management issues. Overall, the study demonstrates that MAR can enrich science education by integrating conceptual learning with engagement and motivation. Situated within the framework of the 2018 and 2024 Turkish science curricula, the findings illustrate how MAR aligns with national priorities for digital transformation while revealing infrastructural constraints in real classroom contexts. The study contributes to the growing body of literature on augmented reality in education by presenting both the opportunities and limitations of MAR integration and by offering practical insights into educators and researchers seeking to embed emerging technologies into science instruction.