Abstract
Many studies have reported that using augmented reality in the classroom can enhance teaching and learning episodes, however, research that specifically looked into the using augmented reality applications in a South African high school context remains to be done.
This study aimed to determine to what extent augmented reality influences the experience of teachers teaching support systems in animals in Life Sciences. The research question that underpinned this study was “How does the use of augmented reality in teaching Support Systems in Animals influence the instructional experience of educators in Grade 10 classrooms?” The sampling technique used was purposive because the focal demographic were Life Sciences teachers in South African high schools. The method of this study was constructivist interpretivist and adopted a qualitative design. The key findings of this study include that the use of augmented reality was received positively by both teachers and learners in high schools across South Africa. The reported sentiments were congruent with findings across various studies in other contexts. The findings of this study also show that learners’ interest in the content was increased, and that augmented reality allowed abstract concepts to become concrete, thereby increasing understanding of the concepts. In conclusion, more research needs to be done to determine how augmented reality can be used by teachers in a South African high school classroom, but for the moment the response is positive. The positive reception will hopefully encourage the use of augmented reality in the classroom to aid teachers and encourage learners.