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LECTURERS’ AWARENESS AND PERCEPTIONS ON THE USEFULNESS OF AUGMENTED REALITY FOR INSTRUCTIONAL DELIVERY IN NIGERIAN UNIVERSITIES
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Augmented Reality (AR) technology has emerged as a powerful tool for enhancing instructional delivery in various educational settings worldwide. This study examines lecturers' awareness and perceptions regarding the usefulness of augmented reality for instructional delivery in Nigerian universities.
The research employed a mixed-methods approach, combining both qualitative and quantitative data collection methods. A survey questionnaire was administered to lecturers from different disciplines in Nigerian universities, aiming to assess their awareness and perceptions of augmented reality technology. Additionally, in-depth interviews were conducted with a subset of lecturers to gather detailed insights into their experiences and views on the subject.
Preliminary findings indicate that lecturers in Nigerian universities generally have a limited awareness of augmented reality technology and its potential applications in instructional delivery. The majority of respondents expressed a lack of familiarity with AR and reported having minimal exposure to AR-based teaching methods. However, those who had some exposure to AR acknowledged its potential benefits, including increased student engagement, improved knowledge retention, and enhanced learning experiences.
Furthermore, several barriers to the effective integration of augmented reality in instructional delivery were identified. These barriers include inadequate technological infrastructure, limited access to AR resources and training, and a lack of institutional support and incentives. Lecturers also expressed concerns about the time and effort required to design and implement AR-based instructional materials.
Based on the study's findings, it is recommended that Nigerian universities prioritize initiatives to enhance lecturers' awareness and understanding of augmented reality technology. This can be achieved through faculty development programs, workshops, and collaborations with industry partners specializing in AR. Additionally, investments in technological infrastructure and the provision of resources, such as AR development tools and content repositories, are essential to facilitate the adoption of AR in instructional delivery.
Overall, this study sheds light on the current state of lecturers' awareness and perceptions of augmented reality technology in Nigerian universities. By addressing the identified barriers and promoting awareness, Nigerian universities can capitalize on the potential of augmented reality to enrich instructional delivery and improve the quality of education for students.
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