Curriculum model design based on augmented reality in Iran's primary education system

Subject Areas : Educational Science

Somayyeh Haghighat ¹ , Hamidreza Motamed ² , Alireza Ghasemi Zad ³

1 - PhD Student in Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran.
2 - Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran.
3 - Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran

Received: 2022-08-01 Accepted : 2022-10-17 Published : 2022-11-22

Keywords: Curriculum, Augmented Reality Technology, elementary education system,

Abstract :

The main purpose of this study is to design a curriculum model based on augmented reality for the Iranian primary education system. The method of the present research is qualitative in that the elements of the curriculum based on augmented reality technology were identified and extracted using the method of content analysis and inductive method. The statistical population of the study was curriculum specialists and experts and experts in educational technology and IT specialists and a number of teachers in different educational centers of the country who were selected based on purposive sampling of 32 people. The research tool was a semi-structured interview that continued to saturation. Finally, the network of themes was coded, analyzed and plotted using the Atriad-Sterling method. In order to evaluate the validity and reliability of this study, the evaluation method of Goba and Lincoln (1989) was used. For this purpose, four criteria: 1- Acceptability 2- Verifiability 3- Reliability 4- Portability was considered for evaluation. Complementary sources were used to enrich the data and increase their validity by referring to scientific research and various articles and books on the subject of research. The researcher also verified the concepts of different interviews with other researchers and also asked the interviewees to review the text of the interviews. After coding and analyzing the interview data, 52 basic themes were extracted. From these basic themes, 4 organizing themes and finally 1 comprehensive theme that formed the elements of the curriculum based on educational technology were identified and extracted.