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

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GEOGRAPHY LECTURERS’ AND STUDENTS’ ACCEPTANCE OF AUGMENTED REALITY 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

2.2    Theoretical framework

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 gained significant attention in various educational contexts, offering innovative and immersive experiences that can enhance teaching and learning outcomes. This study investigates the acceptance of augmented reality among geography lecturers and students in Nigerian universities. The aim is to explore the perceptions, attitudes, and potential barriers towards integrating AR technology in geography education.

The study employs a mixed-methods research design, combining qualitative and quantitative approaches. A survey questionnaire is administered to a sample of geography lecturers and students from multiple Nigerian universities, while in-depth interviews are conducted with a subset of participants to gather more detailed insights. The Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) serve as theoretical frameworks to understand factors influencing AR acceptance.

Preliminary findings indicate that both geography lecturers and students exhibit positive attitudes towards the integration of AR in their educational practices. The perceived usefulness of AR in enhancing spatial understanding, engagement, and experiential learning is a key driver of acceptance. Additionally, the novelty and potential to foster critical thinking and problem-solving skills are perceived as advantageous.

However, several challenges are identified, including limited access to AR devices and infrastructure, lack of technical support, and concerns about the potential distraction and dependency on technology. These barriers highlight the importance of addressing technological readiness, resource availability, and training opportunities to facilitate successful implementation and adoption of AR in Nigerian geography education.

The study concludes with recommendations for policymakers, university administrators, and educators to promote the integration of AR technology in geography curricula. Efforts should be made to provide necessary resources, technical support, and professional development opportunities for lecturers and students. Additionally, collaborations between universities, industry partners, and government agencies are encouraged to address infrastructure challenges and promote the widespread adoption of AR technology in Nigerian universities.

Keywords: augmented reality, technology acceptance, geography education, Nigerian universities, spatial understanding, experiential learning.

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