Perceived Level of Knowledge and Usefulness of Augmented Reality Integration in Saint Mary’s University Senior High School  

As modern technologies continue to innovate, it is imperative that educational strategies also follow suit, through the integration of both aspects to form and develop instructional methods. Augmented Reality (AR) is becoming a powerful tool in education, changing how students learn and interact with information. AR combines digital content with the real world, allowing students to see and explore virtual elements while still in their physical environment. This study evaluated the students’ level of perceived knowledge and usefulness towards augmented reality in its conceptual integration within student learning. Through the use of quantitative and qualitative methods, employing a descriptive-comparative-correlational research design, significant data were gathered through a survey questionnaire distributed among STEM students of Saint Mary’s University Senior High School. Findings from the study present that students are highly knowledgeable towards augmented reality and also have high perceived usefulness towards its integration in student learning. Moreover, there was no significant difference across all of the variables, indicating that students’ knowledge perceptions go beyond specific variables. These significant findings show the potential for AR to be utilized for student learning in specific disciplines. While these findings provide valuable insights towards the field of simulation technologies in the local context, the generalization might be limited given the definite immersion the students have with the technology per se. To further assess the perceived usefulness of AR within student learning in the local context, employing an experimental research design is recommended in order to give the students a proper perspective of what is it like to use such technology.